Integrated Anti-Oppression Framework for Reviewing and ... · PDF file$Q,QWHJUDWHG$QWL...
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Acknowledgements
This toolkit was developed as part of Phase II of the Integrating Anti-Oppressionproject funded by the United Way of Toronto Phase I of the project was funded bythe City of Toronto
The Integrating Anti-Oppress project was initiated by Springtide Resources with thegoal of creating a tool that would support community service organizations to con-sistently integrate their anti-oppression learning into practice
Special Thanks to
The workers and organizations who participated in the focus group and evaluationprocess for their valuable insight
Tannis Atkinson ndash plain language editYoon Hee Park ndash format and design
My colleagues Fran Sarah Angie and Marsha who supported the work with theircomments and feedback
Guide Developed byMargaret Alexander Program ManagerSpringtide Resources 2008
Funded by
Table of Contents
Part 1 Introdu on 1
Why do we need to look at policies 1
Aim of this toolkit 1
What community can do to challenge social inequality 2
Who should take the lead 2
The goal of this toolkit 3
History of this project 3
What is integrated an -shy‐oppression 4
Principles of integrated ession 4
How is it erent from other approaches to equity 5
Barriers and challenges to integrated ression 6
Part 2 Applying integrated ression to policies 9
The steps in integrated policy 9
Step 1 Set a schedule for iewing policies 10
Step 2 Create a work plan 11
Step 3 Set up a Policy R iew Comm ee 12
Step 4 R iew the org rsquos policies 14
How accessible are your policies 15
How do our policies ect erent people 17
What are the gaps in policy and what can we do to make changes 19
Step 5 Make recommenda ons 21
Part 3 Appendices 24
Appendix A Forms 25
Plan for policy 26
Work plan 27
How accessible is this policy 28
How does this policy ect erent people 29
Policy gaps and what we can do 30
Report of recommend ons 31
Appendix B Sample Terms of Reference ndash Policy Re w Commi ee 32
Appendix C Sample Guidelines ndash Policy 33
Appendix D Sampel Decision Making Chart 35
Appendix E Framework for policy iew and d lopment 36
Appendix F Glossary of An ression Terms 41
Appendix G Focus Group Findings 46
Focus group 47
Appendix H References 48
Intr
oduc
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Part 1 Introduction
Why do we need to look at policies
Consider the following situation
At first glance this arrangement seems to benefit the staff of this organization After all whowouldnrsquot like extra paid time off in the year The answer is that we would all like extra days off withpay However there are several equity issues raised in this scenario
Aim of this toolkitThe aim of this tool kit is to help organizations review and consider changes to policies such as theseto make sure that they are equitable for all employees and members and for their community
The suggestions and checklists in this guide are designed to help foster discussions that will allowus to apply an anti-oppression analysis to our current policies and to the policies that we create inthe future The questions in the checklists are offered as a place to start but please note that manyother questions should arise throughout the discussion
Back to the scenario What are the equity issues it raises To apply an anti-oppression analysisbegin the discussion by asking two questions
bull Who benefits from this policy
bull Who does not benefit from this policy Or benefits differently
The answers will identify what parts of the policy are not equitable The next stage of the work isdiscussion that focuses on ideas for change looks at the possibilities for change and makes somerecommendations about what the organization could do In effect these are the main steps in thework of applying integrated anti-oppression to an organizationrsquos policies
Three statutory holidays occur in a one-week periodChristmas Day Boxing Day and New Yearrsquos DayThinking that the office is quiet and staff wouldprobably like the time off the Board and ExecutiveDirector decide to create a policy that closes the officefor the week between Christmas and New Year Theyare pleased to think that this gives employees a fewextra days of paid time off
1
IntroductionIntroduction
This toolkit provides a practical tool that allows organizations to apply integrated anti-oppressionpractice to their policies It is for Executive Directors Program Managers Boards of Directors andothers who are responsible for reviewing and updating policies in community service organizationsWe hope it will support individuals who have completed general anti-oppression training and who
want to put their learning into practice
What community organizations can do to challenge social inequality
Social inequality is embedded in our individual values and beliefs and the systems and institutionswe create reflect these inequalities Therefore change must begin with individuals transformingourselves We can do this by challenging our perceptions and assumptions critically analyzing whatwe ldquoknowrdquo and recognizing power in interpersonal relationships However anti-oppression workcannot end there For any real change to happen we must also work to restructure systems andinstitutions
Community service organizations can be at the forefront of anti-oppression work They mostly workwith people who are disenfranchised diminished and marginalized and often the workers come fromthe community they serve The workersrsquo strength and knowledge come from their lived experience ofbeing marginalized
Community service organizations can challenge social inequality in vital ways Their guidelines andprinciples of engagement are innovative and radical because they believe in what they are doingThey try to provide services in ways that promote dignity respect and empowerment
Every organizationrsquos mission statement or mandate states the agencyrsquos vision These statementsare lofty goals Their purpose is to keep the organization grounded in a common purpose and reasonfor being Policies exist to tell people how to enact the mission and mandate They provide guide-lines for action From policies come the procedures which give people instructions about what to doDeveloping and reviewing policies is a vital process that can help community service organizationsconsistently apply their anti-oppression practice
No matter what approach we take to challenging social inequality change takes time There is noquick and easy way to do this work
Who should take the leadTo do integrated anti-oppression work organizations should first understand all the ways in whichindividuals hold power and how they use their power Begin by asking yourself ldquoIn our organizationwhich people make the decisions that affect other peoplersquos access to resourcesrdquo Most oftenthe answer is ldquoThose who hold interpersonal and systemic positions of power in the organizationrdquoThe lived experiences of those individuals are most often reflected in the policies and practices ofthe organization Policies whether societal or institutional are created from social norms they canreinforce hierarchies and can keep people from being involved Policies that have integrated anti-oppression practices can create inclusion connection and shared vision
2
Intr
oduc
tion
It is important to acknowledge that there are contradictions inherent in attempting to apply an inte-grated anti-oppression framework to policies in a hierarchical structure A hierarchal organizationcannot function within an anti-oppression framework unless its leaders show that they are commit-ted to this approach
Executive Directors and Boards of Directors are in positions of power They set the agencyrsquos direc-tion They have the authority to create an inclusive environment and to make sure that anti-oppres-sion practice is the norm For example Executive Directors need to examine how power is held andactualized both personally and structurally They also need to identify how classism racism sexismableism and other forms of oppression may be manifesting through their position and other positionsof power in the organization
To support integrated anti-oppression work board members and Executive Directors must allocatefunds and staff time to develop programs and practices that will make sure that knowledge aboutdifference diversity and oppression are directing the work They need to make policy review apriority for the organization and allocate funds and staff time for this work
The goal of this toolkit
We hope that this toolkit will help community service organizations become better able to reflect thevalues beliefs and life experiences of everyone in their community In this way they will becomeplaces rich with diversity and difference where everyone works to challenge and dismantle all formsof oppression
History of this projectIn 2005 Springtide Resources (formerly known as Education Wife Assault) started a project to createtools that would help us continue to integrate anti-oppression work in our agency Integrated anti-oppression is not a new concept However many of us felt it was challenging to pull together whatwe had learned over the years to apply it in our organization and to make sure that we applied anti-oppression practice in all our work
The project funded by the City of Toronto involved a series of focus groups Participants includedvarious members of Springtide Resources and other agencies in our social change network Thepeople who participated identified the issues that both individuals and organizations face whentrying to apply anti-oppression in their day-to-day work
As we reviewed the focus group discussions and policies from various organizations it became clearthat organizations have developed some great policies and practices over the years that help createinclusive spaces At the same time we are still challenged by how to consistently integrate anti-oppression practice in all aspects of our work To address this concern we created a framework thatorganizations can use to develop policies with an integrated anti-oppression analysis This frame-work is included as Appendix E
Another thing we learned was that organizations needed a practical tool that would allow them toapply anti-oppression practice to their policies This was especially important to community service
3
IntroductionIntroduction
What is integrated anti-oppression
The term lsquoanti-oppressionrsquo reflects a number of different approaches to the work of addressing thesocial and institutional inequalities that are constructed in our society In North America the theoriesand concepts of anti-oppression grew out of the social justice movements of the 1960rsquos Disenfran-chised groups who were opposing the status quo also began to challenge each other to recognizethat different people within these groups experience different levels of oppression
Anti-oppression approaches to inequality include feminism anti-racism as well as structural andcritical approaches Often anti-oppression work can focus on a single issue perspective or way ofbeing marginalized For example a group may want to address gaylesbianbisexualtranssexualqueer (GLBTQ) rights or womenrsquos rights
Using an integrated anti-oppression model people work together to rebuild existing systems so thateveryone shares the benefits and opportunities of the system Integrated anti-oppression looks at allthe ways people can experience oppression and marginalization and how those social locationsintersect This approach recognizes that individual contexts are different and that peoplersquos livedrealities are complex It is integrated because it asks us to combine information and values from arange of people and sources in order to get a fuller more inclusive result
Integrated anti-oppression requires that people examine their own experiences and actions andcritically analyze social structures of power and privilege It insists that the dominant group recog-nize the power of its own social location(s) and how that power results in societal privilege andbenefit to the exclusion of marginalized people
This approach encourages us not to make assumptions about group identity It emphasizes thatpeople who share a group identity may or may not have similar characteristics and lived experiencesIntegrated anti-oppression reminds us to unlearn what we thought we knew and to think of and workwith people as individuals
Principles of integrated anti-oppressionThe following are principles that guide the integrated anti-oppression model
bull Society operates within a socially constructed hierarchy of difference where somepeople are valued and privileged and others are marginalized and exploited Forexample people living with a disability are devalued by society and their contribu-tion to society is not recognized solely because of their disability
bull People do not belong to just one category or social location Our identities arecomplex and multiple fluid rather than fixed As a result we can be both victims
4
organizations since they are extremely busy doing the work and do not have time to develop theirown materials Hoping to assist these organizations Springtide Resources applied for funding to dothis work The United Way of Toronto granted funding for Phase II of the project in 2007 This toolkitis the result of that project
Intr
oduc
tion
and perpetrators of oppression We often re-create the relations of social powerand control that also oppress us For example one may experience oppressionbecause of female gender but at the same time experience white skin privilege
bull The ideas thoughts and beliefs of people who ldquobelongrdquo to groups that are higheston the social hierarchy create ldquodominant culturerdquo Dominant culture becomes thestandard or norm by which everyone is compared For example in Canada thedominant culture norm of womenrsquos clothing does not include wearing the hijabas a result wearing the hijab is considered unusual and abnormal
bull People who are members of privileged groups have the power to control access toresources and information This perpetuates the cycle of power and oppression forpeople who are not members of these groups People who are marginalized andexploited experience limited access to the power to shape their own past presentand future For example Canadian history has been written from the perspectiveof white skinned European descent colonialists This historical perspective isperpetuated through dominant education institutions as the only true view ofhistory
bull Not everyone from the same social group has the same experiences becausepeople have many different lived experiences When people have multiplymarginalized identities they do not merely face extra barriers their lived experi-ence is entirely different
bull Integrated anti-oppression work requires that individuals accept responsibility fortheir role in perpetrating oppression both interpersonally and systemically Tobring about change individuals and systems must be changed
How is it different from other approaches to equityA formal equality approach generally means that the rules are the same for everyone and nobodygets special considerations or favors A formal equality approach assumes that if the same rule isapplied to everyone it will produce equal results This approach is flawed because it does notrecognize differential impacts and circumstances It renders social discrimination and oppressioninvisible by insisting it either does not exist or does not matter
Cultural competence is an anti-oppression practice that encourages people to work across culturalvariations It asks individuals and organizations to focus on understanding the characteristics andneeds of ldquodiverse groupsrdquo Cultural competence encourages people to include diverse groups inexisting frameworks
This approach is limited because the dominant grouprsquos culture is accepted as the norm and diversityis identified as anything outside of those norms Often with cultural competence the dominantgroup does not critically examine its power and privilege This approach also reinforces identitypolitics and divisions between groups that are based on superficial characteristics and social mark-ers
5
IntroductionIntroduction
Another approach is substantive equality or equity which recognizes that the same rules applied toeveryone will not produce equal results because of different circumstances and socialdiscriminations at present and in the past Sometimes substantive equality tries to remedy theeffects of past discrimination by providing additional supports to those who have historically beenmarginalized Integrated anti-oppression is comparable to the substantive equality approach
Barriers and challenges to integrated anti-oppression
Working from an integrated anti-oppression framework is not easy for a variety of reasons It isimportant to acknowledge this and find ways to continue the work Here are some of the most com-mon barriers and challenges and how you can address each one
Not enough timeIn social service agencies there is always more work and limited funding In some casesorganizations have had to reduce their number of staff or number of programs Communityservice organizations have been seeing higher demands for services from people who seemto have greater and greater needs
Anti-oppression work is often thought of as work that can wait as an administrative functionrather than work that requires our full and urgent attention But policies that do not reflectintegrated anti-oppression analysis are not effective for many people This can lead to confu-sion and make it hard for organizations to proactively respond to the needs of clients volun-teers staff and communities
When we create policies using an integrated anti-oppression analysis programming willbecome more meaningful and thereby more effective This approach also helps us learn newways of doing things When the work is shared and delegated differently we can discovernew efficiencies
Not enough money to implement policy changesImplementing real change will cost money and agency budgets are already stretched thinRemember that not making changes will affect everyone in the organization The people whowill feel the pinch the least are those who have the power to make decisions about thebudget
Most organizations cannot afford to make radical changes all at once to their frameworks andprograms As with any structural change organizations need to create a plan to phase inchange The plan should include clear timelines name who is accountable and allocate fundsfrom the budget The plan should also include priorities a risk and benefit analysis of whatyou hope to achieve and steps to meet your goals
Not understanding what lsquointegrated anti-oppressionrsquo means and how to put it into practiceThere is little information and few resources about applying an integrated anti-oppressionframework Much that has been written has focused on theory more than on how to use the
6
Intr
oduc
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7
framework This is challenging for organizations that are inundated with direct servicedemands and have no time to develop their own materials As this work becomes morewidespread it is certain to generate more practical tools for busy agencies
Feeling overwhelmed by how broad the work isMany people doing this kind of policy work for the first time say that not having an inte-grated analysis of oppression makes it hard to change policies Organizations struggle withcompartmentalizing issues of oppression and marginalization for example we may addressracism but we donrsquot connect it to disability issues and recognize how racism impactsracialized people living with a disability Changing policies can quickly become overwhelm-ing if an organization is trying to have a different policy for each marginalized group
Integrated anti-oppression looks at how we can experience systemic oppression and per-petuate oppression at the same time in the same moment This is why the work is ongoingndash no one is an expert Being forgiving of one another can help foster an environment ofchange and learning You can do this by being open to other peoplersquos mistakes and over-sights and by noticing your own Remember that mistakes are opportunities to learn anddevelop
Being afraid of change or of losing position status privilegeWe can all expect to feel uncomfortable with change and to be afraid of losing what wehave Our society fosters feelings of instability and insecurity and encourages people to beafraid of losing what they have gained Historically marginalized groups have not had ac-cess to positions of power to the ability to make decisions or even to stable permanentfull-time positions
Systems of oppression allow some people to have success and achievement at the expenseof other people It does not have to be that way An integrated anti-oppression frameworkallows us to find ways to share access and power equally
Being afraid of not being able to accommodate everyone or of making a mistakeWhen people are afraid they can freeze and not take any action Of course everyone willmake mistakes No organizationrsquos policies are perfect examples of integrated anti-oppres-sion Nobody even knows what fully integrated anti-oppression looks like
Approach this work with honesty and integrity Build a system that allows people to ac-knowledge their limitations errors and shortcomings This will allow real change to happenConfidence will grow as knowledge and insight grow Stay committed to the work
Not having the willWorking with an integrated anti-oppression framework requires time effort commitmentand funds It asks us to be vulnerable enough to hear how we as individuals and organiza-tions oppress others in spite of our intentions Integrated anti-oppression involves workingthrough conflict and struggle This is a lot to ask But it is possible
IntroductionIntroduction
8
If we procrastinate make excuses and constantly avoid the work others may come to be-lieve that we are not committed to the work If you believe that this work is important takerisks and begin
Not having the formal power to make changesIf you do not have much formal power in the organization it will be difficult for you to be anagent of change However you can still do important work Social justice work is best donein groups Find allies and build a support network Together apply pressure to people whohave the power to change things They will find it hard to ignore a growing group of peopleIt is easier for them to disregard a single voice
Not being supported by others or doing the work aloneIt is very difficult to be the agent of change when you have little or no support from peersand colleagues If you are in this situation try to find ways for others to join the struggleEveryone will experience oppression at some point in their lives By helping them to see thatthis may make it possible for them to discover why equity is important Finding commonground is a good place to start
Everyone involved is at a different level of understandingEveryone is always at a different place in their learning People who have been anti-oppres-sion activists for years can share insights resources and information with others who arejust beginning to think about these issues Be compassionate Gently challenge yourself tokeep deepening your understanding and to help others do the same Approach everyone as apotential ally
Appl
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Pol
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s
Part 2 Applying integrated anti-oppression to policies
The five steps in integrated anti-oppression policy review
Developing and revising policies can be a huge administrative task that costs a lot of money As aresult policies in community service organizations tend to stay the same for years This is a problemPolicies set out how the organization works and must be revised regularly as information changesand our knowledge grows We hope that our five-step process will make it easier to plan for andinclude integrated anti-oppression in your policy review process The five steps are
1 Set a schedule for reviewing policies
2 Create a work plan
3 Set up a Policy Review Committee
4 Review the organizationrsquos policies
5 Make recommendations
The sections below explain more about each step Appendix A includes blank copies of the forms youcan use at each step in the process
9
Applying Integrated Anti-oppression To Policies
Step 1 Set a schedule for reviewing policies
Every organization should regularly include policy review in its work plan A policy review schedulecan make sure that all of the organizationrsquos policies are examined every two or three years
The schedule should include all of your policies and say which policies will be reviewed each yearBy rotating which policies are reviewed the organizationrsquos policies will become living documentsthat change and grow as knowledge increases
Consider how many policies a committee can review in a six to eight week period Build your sched-ule to reflect the size of your organization and the number of policies you need to review
Here is a sample schedule for a small organization
Use the chart on page 26 (Appendix A) to create your policy review plan
10
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Appl
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Inte
grat
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Pol
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Step 2 Create a work plan
Once you have a policy review schedule create a work-plan for the policy review process Make sureto allow enough time for a successful and meaningful review
To help create this work plan we suggest using the Framework for Policy Review and Developmentincluded as Appendix E Here is a sample of a basic work plan
Use the chart on page 27 (Appendix A) to create your workplan Use the Framework on pages 36 to40 (Appendix E) to help you develop the work plan
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11
Applying Integrated Anti-oppression To Policies
Step 3 Set up a Policy Review Committee
Often people think that committees are a cumbersome and time-consuming way to work Howeverworking with a diverse group is the best way to build integrated anti-oppression into the organiza-tionrsquos policies
You will need to decide the size of your policy review committee It should be large enough to includea variety of perspectives but not so large that it will be difficult to complete its work in the time setfor the process Remember to think about how many people the budget can accommodate and whoshould be represented
Committee members will have access to sensitive and confidential material For this reason theymust agree to confidentiality and sign a letter that outlines this agreement
Inviting members to joinInvite or recruit members from the community and from within the organization You should
bull use accessible language and formats in your invitationbull invite people to join well before the committee starts its work andbull give people clear information about what you expect from the committee what their
responsibilities will be and how much time the committees work will take
Who should be on the committeeMake sure that the committee reflects diverse identities and has representation from people whodo not traditionally have decision making power
bull the majority of the committee should identify as racialized or aboriginalbull the majority of the committee should be people who have no or little decision-making
power in the organizationbull all committee members should identify part of their social location as a member of a
marginalized group andbull as a whole the committee should represent the demographic of people who use the
organizationrsquos service
Make sure that your committee includes representation from people who will be impacted by thepolicy such as
bull community members including service usersbull Volunteersbull Frontline staffbull Managementbull Board
People who sit on behalf of the Board of Directors and management must be able to make decisionsand speak on behalf of the decision-makers they represent Make sure they are clear about whatprocess they should use to check in and communicate with the board or management
Supporting the committeeThe organization must fully fund the participation of all committee members This includes moneyfor transportation child care interpretation accessible space and attendant care An honorariumshould be given to committee members who are community members
12
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Inte
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Pol
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s
Ideally the organization shouldbull Provide financial support to everyone without stigmatizing those members who are
poor or who identify as marginalized socio-economically In addition the organizationmust work with members who receive social assistance to make sure that they arenot penalized for any financial support they get for doing this work Perhaps one ofthe first policies the committee could review is the Honorarium policy or the policiesabout Committee Membership
bull Supply a resource person to the committee Their role is toi keep notes of the meetingsii make notes about recommendations for how policies should be revisediii research legislative benchmarks human rights provisions employment
standards and any other matters as needediv create information packages for committee members that include relevant
internal documents such as complaints salary and benefit grids and collec-tive agreements
v report back to the organization on the committeersquos progress or on issues thatneed broader discussion
If this person is a staff person with other responsibilities they should be given timeto work on this process Committee work should not be added on to their otherduties and squeezed in when possible Allocating staff time for this work is one wayto make sure it has priority within the organization
bull Develop terms of reference for the committee It should include a statement of thecommitteersquos mandate The terms of reference should include details of the scopeand boundaries of the work the timelines and the responsibilities of the committeeas a whole and of the facilitators (See Appendix B for sample terms of reference)
bull Ensure all committee members have a copy of the organizationrsquos anti-discriminationandor anti-harassment policy In addition consider developing some guidelines forconflict resolution (see Appendix C for a sample of conflict resolution guidelines )
bull Develop an agenda for the meetings For the first meeting the agenda should in-clude
i choosing a facilitator and co-facilitatorii reviewing the terms of referenceiii introduction to the process and each otheriv schedule of meetingsv introduction to the package of materialsvi expectations and role of the committeevii discussion about the power differences between committee members and how the committee should be mindful of this while making decisionsviii guidelines for decision making (see Appendix D for a sample of a decision making chart)
Ask the committee members to provide feedback on their experiences working on this projectafter they go through the whole policy review process This will support the organization toidentify and alleviate barriers and improve the process for the next round
13
Applying Integrated Anti-oppression To Policies
Step 4 Review the organizationrsquos policies
Once the committee is ready to begin work it should review each policy We have developed ques-tionnaires to help facilitate discussion of the three vital questions at this stage of the processnamely
bull how accessible is the policybull how are different people affected by the policybull how can the policies be changed to truly include everyone
Blank copies of these questionnaires are included in Appendix A
To help you understand how to use these tools we have included questionnaires that have beencompleted in response to the following policy provided by Springtide Resources Please note thatthis is an old version of one of our policies Springtide Resources has recently used the integratedanti-oppression framework to update all of its policies
Sample policy ndash PAID HOLIDAYS(from Education Wife Assault (EWA)ndash the name for Springtide Resources before 2006)
EWA staff will be paid for ten statutory holidaysNew Yearrsquos Day Canada day Thanksgiving Day BoxingDay Good Friday Christmas Day Labor Day Victoria DayEaster Monday Civic Holiday
A religious holiday of the employeersquos choice may be substituted forEaster Monday
Permanent part-time staff who work 21 hours a week are entitled to allstatutory holidays
Building Closure
When the EWA offices are closed between Christmas and New Yearrsquosemployees will be paid for these days
14
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How accessible are your policiesThe questions in this section are designed to help you think about whether the policy documents areaccessible ldquoAccessiblerdquo includes where the policy is physically located its format and how mean-ingful the policy is The best policies will be representative and make sense to a variety of users
To make policies accessible you should aim toKeep the policies in a place where anyone who wants to read them can access themwithout barriersMake sure that the policies can be and are translated into different and appropriatelanguage and cultural interpretations as well as physical formatsUse language that is clear and direct rather than full of jargonUse wording that makes the policy intentions easy to understandHave a clear statement about who the policy applies to and who is responsible forputting it into practiceBeing flexible in the policy to allow for different cultural beliefs and values unlessthere are legal reasons to limit your flexibility
Questions for discussionTo check your policies for accessibility use these questions in your discussion
1 Is the policy in a barrier-free location
2 Is the policy available in different formats Do we invite comment about the format
3 Is the policy written in language that is easy for most clients and all staff to understand Lookfor jargon that only makes sense to workers in your organization but is not recognized by others
4 Can the policy be easily translated to other languages
5 Does the policy say who it affects Does it say who is responsible for implementing it
6 Does the policy reflect various cultural beliefs and values This question can lead to a toughdiscussion about cultural beliefs and values that may undermine social equity There are nofast and easy answers but again the policies should be living documents that change and adaptto our new information and knowledge about difference
7 If there is a process in the policy are the steps flexible and adaptable to accommodate differ-ences
8 Does the policy invite people to give feedback and comments about what it says
Record your decisions on the form ldquoHow accessible is this policyrdquo This form is on page 28 (AppendixA)
15
Applying Integrated Anti-oppression To Policies
Here is how we used our questionnaire to assess our policy about Paid Holidays
How accessible is this policy
16
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otelpoepetivniycilopehtseoDstnemmocdnakcabdeefevig
syastitahwtuoba
X gniydemeryfitneditonseodycilopehTspets
wohyfitnedirokcabdeefticilostonseoDsmelborpehtsserddaot
Appl
ying
Inte
grat
ed A
nti-o
ppre
ssio
n To
Pol
icie
s
How do our policies affect different peopleThe questions in this section are designed to facilitate discussion about the impacts of policies ondiverse lived experiences Some questions can be answered with yes or no responses and othersrequire more information The term ldquoimpactrdquo in this context is used in a broad sense to refer to bothbenefits and restrictions
To consider how people are affected you should aim for a policy thataffects people equitablyincorporates values that are of similar importance for people with different livedexperiencessays what it does not do and outlines steps to changewas created with input from the range of people who are affected by it
Questions for discussionTo check how your policies affect different people use these questions in your discussion
1 How has the policy been implemented What procedures and practices have resulted
2 Who benefits from this policy How
3 Who does not benefit How
4 What are the barriers to equitable impacts What are the kinds of barriers (legislated finan-cial etc)
Record your decisions on the form ldquoHow does this policy affect different peoplerdquo This form is onpage 29 (Appendix A)
17
Applying Integrated Anti-oppression To Policies
Here is how we used this questionnaire to assess our policy about Paid Holidays
How does this policy affect different people
noitseuQ noitnettAfosaerA
detnemelpmineebycilopehtsahwoHevahsecitcarpdnaserudecorptahW
detluser
ecitcarP rosivrepusriehttelyllabrevffatSasekamdnasyadilohgnihctiwserayehtwonk
teehsemitrehnoetonecitcarP diaprofelbigiletoneraohwffats
krowtsumsyadtatsnokrowotesoohcohwroemitemohmorf
enoyreveerusneotroycnetsisnocrofserudecorpoNycilopehtwollofotwohswonk
ycilopsihtmorfstifenebohW
woH
syadilohnaitsirhCetarbelecohwffatS
tegyehTohwsrehtohtiwyojneotffoemitdiap-
syadilohlarutlucrosuoigilerralimisetarbelecemocnitsolon-
tifenebtonseodohW
woH
yehtesuacebetarbelectonodohwffatSdesolcerasrehtoynamnehwkrowodotyrt-secifforehtoynamnehwffoemitekattsum-
nepoeraffoemittegotelggurtstsum-
yehtesuacebelbigiletoneraohwffatSdnaemocnignisolneewtebesoohctsum-
)etarbelecyehtfi(yadilohnokrowotgnivah
otsreirrabehtyfitnediuoynaCyehteraepyttahWstcapmielbatiuqe
)ctelaicnanifdetalsigel(
ffoemitdiapdetalsigeL
llaevigotdroffatonnac-stniartserlaicnaniFffoemitdiapffats
tnemucodotecalpniserudecorpevahotevaHsesoprupytilibailrofstnemegnarraevitanretla
dnasnoitseuqstnemmoctahWycilopsihttuobaevahelpoepodstnialpmoc
serudecorpdnasecitcarpehtrodetaercsahycilopsihttaht
ytinummocsresuecivresffatsehtodtahWsihttuobayassreetnulovrosrebmem
ycilop
ynaedivorpdluohsnoitazinagroehTdnalamroftuobaevahyehtnoitamrofni
ehtotycilopsihttuobastnialpmoclamrofniweiverrofeettimmoCyciloP
18
Appl
ying
Inte
grat
ed A
nti-o
ppre
ssio
n To
Pol
icie
s
What are the gaps in policy and what can we do to make changesThe questions in this section are exploratory to help begin discussions to identify gaps and generateideas for change Use a flipchart with the questions as headers This will allow everyone to contrib-ute and build on the information and ideas
Questions for discussion
1 Does the policy recognize and identify how different people will be affected
2 Is the policy flexible enough to respond to the different lived experience that people have
3 If the policy is not flexible does it say what the organization will do to change this Does theplan for change include timelines
4 Does the policy say how people can give input or feedback about how the policy affectsthem What comments questions and complaints do people have about this policy or thepractices and procedures that this policy has created
5 Does the policy include diverse cultural norms and values What are they
Record your decisions on the form ldquoPolicy gaps and what we can dordquo This form is on page 30 (Ap-pendix A)
19
Applying Integrated Anti-oppression To Policies
Here is how we used this questionnaire to assess our policy about Paid Holidays
Policy gaps and what we can do
20
seYsdeeN
krownoitnettAfoaerA
tnereffidwohyasycilopehtseoDdetceffaeblliwelpoep
X ybstcapmilaitnereffidseifitneditIdnaffatsemittrapgnigdelwonkca
-retsaEetarbelectonodohwesohtsrehtoon
othguoneelbixelfycilopehtsIdeviltnereffidehtotdnopser
evahelpoeptahtsecneirepxe
X ehtotsseccaffatsemittrapsreffOylno-ffoemityadilohnaitsirhCdiap
)sruoh12revo(ffatsemittrapniatrecdeifitnedisrehtoon-
tiseodelbixelftonsiycilopehtfIodlliwnoitazinagroehttahwyas
sihtegnahcot
edulcniegnahcrofnalpehtseoDsenilemit
X
X
oN
oN
elpoepwohyasycilopehtseoDtuobakcabdeefrotupnievignac
mehtstceffaycilopehtwoh
X deticilostonsinoitamrofnioN
esrevidedulcniycilopehtseoDseulavdnasmronlarutluc
yehteratahW
X ssalcfonoitingoceremossierehTotsrekrowemittraprof-seussi
emostifenebyadilohsuoigilerenosierehT
emos-dewollanoitutitsbusecnereffidfonoitingocer
Appl
ying
Inte
grat
ed A
nti-o
ppre
ssio
n To
Pol
icie
s
Step 5 Make recommendations
Once the committee has assessed the policies it must create a report that outlines its recommenda-tions The report should summarize how each policy could be improved To come up with recommen-dations for improving each policy the committee can review comments from the questionnaires
The main question in this step of the process is What would improve this policy so that it inte-grates anti-oppressive practice Use flipchart paper to record ideas This allows committee mem-bers to share information and build upon each otherrsquos ideas
Facilitate the discussionThere will be different perspectives and ideas about what changes will benefit people and how toaccomplish these changes Because of this there is potential for conflict Here are some hints tohelp make sure that this discussion will lead to recommendations that can help your organization
Ask the committee to choose a facilitator for the discussion Their role isto support everyone in being heardto solicit all ideas and perspectivesto make sure that opposing viewpoints or challenges are given and received in afriendly and open mannerto help the committee build consensus andto finalize recommendations
The facilitator should not offer ideas to the discussion Their role is to help make sure all of thecommitteersquos ideas are recorded The organization may choose to hire an outside facilitator for thispart of the discussion
Have the facilitator review the committeersquos Terms of Reference and Conflict Guidelines Remindeveryone that this is ongoing work
Write a reportFor each policy the committee should write a recommendations report
This report has three columns
Write the committeersquos recommendations in the left-hand column The recommendations may rangefrom fairly simple to quite complex They can be one-time actions or multi-staged changes
The committee should leave the two columns on the right empty ndash these will be filled out by deci-sion-makers in the organization They will review the recommendations and decide what to do withthem
noitadnemmoceR elbisnopsersiohW enilemiT
21
Applying Integrated Anti-oppression To Policies
Assessing the recommendationsAs soon as possible the decision-makers in the organization should review the recommendationsand fill out the right-hand columns of the recommendations report The management or Board ofDirectors must decide Who is responsible They must also set a Timeline
The organization is not required to act immediately on all of the committeersquos recommendationsSome recommendations may not be possible or viable in the immediate future and may need longerterm planning
To decide how to implement the recommendations the decision-makers should considerbull how urgent the issue isbull the workloads of the staff involved in changing the policybull the fiscal timingbull what research the organizations needs andbull how much time the organization needs to prepare
For example a policy change that does not involve employment standards or financial supports couldbe implemented fairly quickly A policy change that involves rewriting translating and adaptingpolicies will takes time so it may not be implemented until well after the organization has finishedtaking care of its year-end reporting responsibilities
Once the Board or management has done this work they should give copies of their completedreport to every member of the committee and to all staff volunteers and community members whoare affected by the policy This helps keep the policy process open and helps people feel that thepolicy process is collaborative among everyone in the organization
Use the ldquoReport of recommendationsrdquo chart on page 31 (Appendix A) to record your decisions
22
Appl
ying
Inte
grat
ed A
nti-o
ppre
ssio
n To
Pol
icie
s
Here is a sample report of recommendations
Report of recommendations
23
noitadnemmoceR elbisnopsersiohW enilemiT
diapwollaottnemetatsycilopegnahCsuoigileraevahtahtsyadilohyrotutats
yllacificepsnoitcennoclarutlucroyadirFdooGyaDgnixoByaDsamtsirhC
otyaDsraeYweNdnayadnoMretsaErosuoigilerhtiwdegnahcxeeb
toneratahtsetadtnatropmiyllarutlucsdradnatstnemyolpmeehtnideifitnedi
tca
ehtfoeettimmoCyciloPsrotceriDfodraoBrotceriDevitucexE
shtnom6nihtiW
neewtebeciffoehtesolctonoDdaetsnIsraeYweNdnasamtsirhC
tahtsyadretaolfsaesohtreffoyehtrevenehwekatnacseeyolpme
esoohc
ehtfoeettimmoCyciloPsrotceriDfodraoBrotceriDevitucexE
shtnom6nihtiWtxenehterofeb(
)erusolc
nitnemyolpmefoslevelehtllayfitnedItcartnocsahcusnoitazinagroeht
sruoh12nahtsselemit-trapsrekrowrofseifilauqhcaerehtehwyfitnedIcte
ffoemitdiap
ehtfoeettimmoCyciloPsrotceriDfodraoB
shtnom3nihtiW
hcussmretniatrecfosnoitinifedddAycilopehtotsyadilohyrotutatssa
oiratnOehtotecnereferekaMtahtnoitalugeRsdradnatStnemyolpmE
ycilopsihtstceffa
ehtfoeettimmoCyciloPsrotceriDfodraoB
shtnom3nihtiW
ycilopehtfoypocdrahatuotnirPseiciloprehtohtiwrednibanitituP
siohwenoyreveerehwrednibehtecalPdnatisseccanacycilopehtybdetceffa
tidaer
rotceriDevitucexEsreganaMmargorP
shtnom3nihtiW
emitynanisyadfoegnahcxeedulcnIswonkenoyrevetahtoserudecorpffo
odottahw
rotceriDevitucexEsreganaMmargorP
shtnom6nihtiW
Appendices
Part 3 Appendices
Appendix A Forms
Appendix B Sample Terms of Reference
Appendix C Sample Conflict Resolution Guidelines
Appendix D Sample Decision Making Chart
Appendix E Framework for policy development and review
Appendix F Glossary of Anti-Oppression Terms
Appendix G Focus Group Findings
Appendix H References
24
Appe
ndic
es
Appendix A Forms
bull Plan for policy reviewbull Work planbull How accessible is this policybull How does this policy affect different peoplebull Policy gaps and what we can dobull Report of recommendations
25
Appendices
Plan for policy review
26
etaD aerA weiverotseicilopfotsiL
1raeY
2raeY
3raeY
Appe
ndic
es
Work plan
otsdeentahWneppah
siohWelbisnopser
sksaT eniLemiT
27
Appendices
How accessible is this policy
seYsdeeN
krownoitnettAfosaerA
aniycilopehtsInoitacoleerf-reirrab
nielbaliavaycilopehtsIstamroftnereffid
tuobatnemmocetivniewoDtamrofeht
ninettirwycilopehtsIrofysaesitahtegaugnal
dnatsrednuotstneilctsom
ylisaeebycilopehtnaCrehtootdetalsnart
segaugnal
tiohwyasycilopehtseoDstceffa
siohwyastiseoDrofelbisnopser
tignitnemelpmi
suoiravtcelferycilopehtseoDseulavdnasfeileblarutluc
ehtnissecorpasierehtfIspetsehteraycilop
otelbatpadadnaelbixelfsecnereffidetadommocca
etivniycilopehtseoDkcabdeefevigotelpoep
tahwtuobastnemmocdnasyasti
28
Appe
ndic
es
How does this policy affect different people
snoitseuQ noitnettAfosaerA
neebycilopehtsahwoHdetnemelpmi
evahsecitcarpdnaserudecorptahWdetluser
ycilopsihtmorfstifenebohW
woH
tifenebtonseodohW
woH
otsreirrabehtyfitnediuoynaCeraepyttahWstcapmielbatiuqe
)ctelaicnanifdetalsigel(yeht
dnasnoitseuqstnemmoctahWsihttuobaevahelpoepodstnialpmocserudecorpdnasecitcarpehtroycilop
detaercsahycilopsihttaht
ecivresffatsehtodtahWrosrebmemytinummocsresu
ycilopsihttuobayassreetnulov
29
Appendices
Policy gaps and what we can do
seYsdeeN
krownoitnettAfosaerA
wohyasycilopehtseoDeblliwelpoeptnereffid
detceffa
lliwelpoeptahttimdatiseoDsyawtnereffidnidetceffaeb
hguoneelbixelfycilopehtsItnereffidehtotdnopserot
elpoeptahtsecneirepxedevilevah
elbixelftonsiycilopehtfIehttahwyastiseod
otodlliwnoitazinagrosihtegnahc
egnahcrofnalpehtseoDsenilemitedulcni
wohyasycilopehtseoDrotupnievignacelpoepehtwohtuobakcabdeef
mehtstceffaycilop
edulcniycilopehtseoDdnasmronlarutlucesrevid
seulav
yehteratahW
30
Appe
ndic
es
Report of recommendations
noitadnemmoceR siohWelbisnopser
enilemiT
31
Appendices
Appendix B Sample Terms of Reference ndash Policy Review Committee
PreambleINSERT YOUR ORGANIZATION NAME is committed to applying an integrated anti-oppression frame-work to all undertakings of the organization To that end the organization will ensure that all poli-cies will be regularly reviewed and updated to reflect an integrated anti-oppression perspective
MandateThe mandate of the Policy Review Committee is to review the policies listed below with the objectiveof providing the organization with feedback and recommendations as to how the policies can betterreflect an integrated anti-oppression analysis The committee may also recommend the deletion oraddition of policies in this process
Type of Committee
The Policy Review Committee is a short term project based committee composed of communitymembers from the service area of YOUR ORGANIZATION NAME and frontline staff managementvolunteers Board and people who have accessed our service
Composition
Members should self-identify in one or more of the following waysbull racialized or aboriginalbull people who have little or no decision making power in the organization including service usersbull members of a marginalized groupbull representative of the demographic of organizationrsquos community
Timeline
The committee will complete the said work in a period of not longer than INSERT DATE HERE (3months from the start date of the review)
Deliverables Recommendations Report
Scope
Committee members shall have access to the policies of the organization mission statement by-laws salary grids collective agreements board meeting minutes complaints received strategicplan and all other relevant documents with the exception of the followingbull personnel filesbull in-camera Board meeting minutesbull client filesbull private legal material
32
Appe
ndic
es
Appendix C Sample Conflict Resolution Guidelines ndash Policy ReviewCommittee
PrinciplesIt is in places of conflict that the potential for change exists Conflicting ideas beliefs and valueswill ensure a rich dialogue and essential learning opportunities for everyone Committee membersare charged with reminding themselves that the committee exists in the service of the organizationwith the ultimate goal of better serving the community Each person on the committee has theresponsibility to deal directly with each other and commit to engaging with each other as allies inthis work
The organization will endeavor to assemble the relevant material that will be useful in meeting theobjectives of the committee prior to the beginning of the project and will ensure that any relevantmaterials will be delivered to the committee as quickly as possible
The decisions and recommendations of the committee do not bind the organization into action TheBoard of Directors andor Executive Director of the organization will review the recommendations ofthe committee and ultimately decide what can be instituted
Budget and Additional Resources
The Policy Review Committee has a budget of $$$$$ The budget will cover the committee costs- member expenses childcare travel long distance calls honorarium- meeting expenses accessible meeting room refreshments conference calls- accessibility expenses ASL interpretation note taking attendant care- supplies photocopying office supplies
Staff resource- maintain minutes and discussion notes for the committee- retrieve documents that the committee requires- assist in organizing meetings and refreshments for meetings
Meetings
Meetings will be held at an accessible meeting space ndash onsite at the organization if possible
The committee is responsible to elect co-chairpersons during the first committee meetingThe responsibilities of the co-chairs in consultation with the whole committee are tobull organize meetingsbull develop the agendabull organize committee communicationbull keep committee members on taskbull organize the completion of the final reportbull maintain communication with the organization including updates requests concerns etc
33
Appendices
34
Remember that resolving conflict does not necessarily mean that a person will change their view-point or opinion A resolution of conflict implies that each party has had the opportunity to sharetheir perspective be heard have opportunity for discussion and then have closure
How we deal with our colleagues when we have a different opinion or viewpoint can either open usup to new learning or shut us down The following are some key points to keep in mind
i Recognize that conflict is a healthy part of communication if all parties understand theirresponsibilities in the process
ii Parties should approach the process with the idea of creating a learning environmentiii Parties should be prepared to listen to each other ndash that is really listen without interrupt-
ing or preparing your argument in your headiv If you are challenging a statement made by another person ndash it is important to state
concisely where you believe the problem lies and if it furthers the learning moment tostate the impact on yourself
v Do not belabor the point or make comments about the otherrsquos motivation for the state-ment (ie They are ignorant bigoted etc)
vi The person who has been challenged should take away the information to think aboutwhere their learning lies ndash the statement back to the challenger should include how youwill approach the information that was shared with you from the other person
vii If you do not agree with the challengerrsquos view ndash further dialogue may be necessaryviii State your own view and where you believe the problem liesix Each person is responsible to think critically about the otherrsquos view with a goal of finding
common ground andor compromise andor the decision to agree to disagree ndash which isallowing space for differing points of view
x It is important that both parties do not disengage from the process by complaining orexpressing dissatisfaction about the other person to other people ndash that kind of behaviorlowers the integrity of the process and the party who engages in it
xi Try to understand each otherrsquos perspective without judging the person or making assump-tions about each other
Co-chairs responsibilitiesbull reminding members of the guidelines of conflict resolutionbull arranging time in the agenda to address conflict in the groupbull mediating conversations between the parties in conflictbull negotiating resolutionbull If the conflict is in regards to making a decision The co-chairs should refer to the decision
making guidelines
The guidelines presented above should not be used in situation of discrimination and abuse Inthose situations the committee should follow the procedures in the organizations anti-discriminationor anti-harassment policies
Appe
ndic
es
35
snoitpO snosaeRstifeneBrof
snosaeRsmelborPtsniagA
puorGnoisiceD
rofsnosaeRnoisiceD
Appendix D Sample Decision Making Chart ndash Policy Review Committee
Appendices
36
App
endi
x E
Fra
mew
ork
for p
olic
y re
view
and
dev
elop
men
t
We
deve
lope
d th
is fr
amew
ork
duri
ng th
e fir
st p
hase
of t
his
proj
ect
Its
purp
ose
is to
hel
p or
gani
zatio
ns u
se a
n in
tegr
ated
ant
i-opp
ress
ion
fram
ewor
k ap
proa
ch w
hen
revi
ewin
g an
d de
velo
ping
pol
icie
s
NOITSE
UQ
EG
NELLAH
CES
NOPSE
R
esoprupeht
sitah
Wrodna
ycilopsiht
foerudecorp
erusneotyrassecen
siycilop
aneh
wwonk
ottluciffid
ebn ac
tIruoy
tahterusne
otdna
seicilopyna
moot
gnitaercton
erauoy
ehtgniyfitnedI
stnemetats
gnitcilfnocgnika
mton
e raseicilop
edivorpsalle
wsa
sllaftipeseht
diovapleh
nacesoprup
otyrassecen
eblliw
serudecorptah
wdna
wohot
sanoi tcerid
esoprupeht
teem
bull bull bull bull
ycilopeht
rofelanoitar
ehtedivorP
tnetniytiuqe
ehtyfitnedi
ylraelCseitilibisnopser
evitalsigelyfitnedI
)s(ycilopetairporppa
ehtot
serudecorpkniL
tifycilop
ehtseo
Dycnega
ehtnihti
wnoissi
metad nam
rodnatne
metatsseulav
fotne
metatssfeileb
dna
woH
dnaetadna
mrieht
eniltuotaht
stnemetats
evahseicnega
ynaM
roFetadna
meht
teemlli
wyeht
wohtuoba
sfeilebrieht
elpmaxe
nasi
nemo
wllatsniaga
ecneloivlladne
otelpmaxe
er usneneht
tsum
wolloftaht
seiciloPtne
metatsnoissi
ma
fotsniaga
ecneloivgnitauteprep
tonsi
noitazinagroeht
tahtnoisserppo
ronoisulcxe
fomrof
ehtni
nemo
w
bull bull bull bull bull
fotne
metatsstnemucod
tnavelerllaweiveR
ctetnemetats
noissimetadna
msfeilebeht
stroppusycilop
ehtfi
enimrete
Detadna
mnoissim
seitiugibma
ehtyfitnedI
seulaveht
htiw
st sartnocycilop
ehtfi
enimrete
Dnoitazinagro
ehtfo
ycilopeht
oteka
mnac
uoysegnahc
ehtyfitnedI
tievorp
miot
tifyc ilop
ehtseo
Deht
htiw
snoitazinagronoitisoplacitilop
wo
H
tahtnoitisop
nasitrapa
naem
tonseod
noitisoplacitilopA
ynamrehtaR
ytraplacitilopralucitrap
astroppus
seussiralucitrap
nosnoitisopdepoleved
evahsnoitazinagro
noitazinagrotsini
mefa
ebya
mnoitazinagro
ruoyelp
maxeroF
dluow
serudecorpdna
seicilopruoy
noitazinagrotsini
mefa
sAytiuqe
yapeikro
wemarf
ytilauqesna
mow
awollof
ctestifenebrevigeracyli
mafdednapxe
bull bull
snoitisoplanoitazinagroeht
ssucsiddna
yfitnedItub
nettirwnu
erataht
seussilaicosgnidrager
esohtfo
emoS
noitazinagroruoy
nihtiw
tsixeyap
msireetnulovsvrobal
diapedulcniya
mcteseussi
htlaehlatnemytiuqe
-tne
metatsfeileb
aot
snoitisopetairporppa
ddAtsixe
tonseod
enofi
enoetaerc
ro
Appe
ndic
es
37
NOITSE
UQ
EG
NELLAH
CES
NOPSE
R
teem
ycilopeht
seoD
sdradnatsmu
minim
noitalsigelrobal
fosthgir
namuh
ycavirpnoitalsigelrednufnoit alsigel
dnastne
meergalautcartnoc
rehtostne
meerga
mehtdeecxe
tiseo
D
lautcartnocdna
evitalsigeltee
mylraelc
dluohsseiciloP
nettirw
si)noitalsigel
ytiuqeneve(
noitalsigeLseitilibisnopser
ehtno
desabsi
tahtkro
wemarf
erutluctnani
moda
morfeht
tcetorpot
keesyehT
spuorgsuonego
mohfo
noitpmussa
elpoepfo
sthgireht
ecnavdatonelpoep
dezilanigram
fosthgir
dnoyebog
dluohsseicilopkro
wemarflanoitcesretni
naylppa
oTsdradnatsla
minim
bull bull bull bull
snoitazinagroeht
dnatsrednudna
weiveR
waleht
rednuseitilibisnopser
seitilibisnopserdnatsrednu
dnastcartnoc
weiveRstcartnoc
fos
mreteht
rednullaf
snoitatcepxemu
minim
ehtereh
wyfitnedI
sseccaot
tnemevorp
midna
tnemecnavda
fot rohs
ytiuqedna
lauqetroppus
nacnoitazinagro
ruoysya
wyfitnedI
ytinutroppo
sihtseod
woH
erudecorpycilopeht
tc apmi
snoitazinagrotegdub
fI
mehttne
melpmi
ottcap
miyrategdub
evahod
seicilopyna
Mot
elbissopmi
emoceblli
wycilop
ehtdezingocer
tonsi
sihttub
ycilopdab
asi
tiesuaceb
ton-
dedracsideb
dnawollof
rofdetnuocca
tonere
wnoitatne
melpmi
fostsoc
ehtesuaceb
bull bull bull bull
htiw
detaicossastsoc
ehtllayfitnedI
ycilopeht
fonoitatne
melpmi
ralugerfo
trapera
stsoceht
erehw
yfitnedIedulcni
dluow
reganam
foyralaSei
-ssenisub
noisivrepusffats
stsoclanoitiddayfitne dI
ylgnidroccategduB
otelbisnopser
sioh
Wsi
ycilopsiht
erusnedna
dootsrednudecrofne
elbisnopsersi
ohw
etatsylraelc
tsum
serudecorpdna
seiciloPhcaEssenevitceffe
gnitaulavedna
gnirotinomtuo
gniyrracrof
detatsylraelc
e bdluohs
elorsnosrep
bull bull
diapnudna
diapfo
selorsuoirav
ehtyfitnedI
noitazinagroeht
fosreb
mem
ehttuo
yrraclliw
ohw
srebme
meht
yfitnedIsreb
mem
ehtetaulave
dnaesivrepusserudecorp
ycilopeht
etaulavedna
weiveretaerc
Appendices
38
NOIT
SE
UQ
EG
NELL
AH
CE
SN
OP
SE
R
eht
sita
hW
rof
msina
hcem
lacitirctnial
pm
ockca
bdeef
tegtaht
stnemucod
gnivileb
dluohsserudecorp
dnaseiciloP
ottnatrop
misi
tieroferehT
sevorpmi
gninraelruo
saretteb
rokcabdeef
edivorpnac
detceffaesoht
wohetats
yl raelcro
elbaeganamnu
evitceffenievorp
yehtneh
wfinialp
mocevisserppo
bull bull bull
seifitnediylraelc
tahtycilop
stnialpmoc
aetaer
Csreb
mem
diapnudna
diaprof
ssecorpeht
srebme
mytinu
mmoc
dnastneilcsresu
ecivrestI
elbisseccas i
ssecorpstnialp
moceht
erusnEyllacisyhp
nacsklof
erehw
decalpeb
dluohselbissecca
tnereffidni
dereffodna
tissecca
nialpraelc
ninettir
web
osladluohs
tIsta
mrofelpoep
ybdessecca
ebnac
titaht
osegaugnal
slevelycaretil
suoir avhti
wycilop
ehtrof
kcabdeefrof
ssecorpeht
yfitnedI
weiver
eb
ycilo
pe
htlli
ww
oH
otdetaci
nu
mm
oce
blli
wo
hw
eso
ht ti
yb
detceffa
ehtyb
detceffeesoht
llaot
tnediveeb
dluohscorpseiciloP
tnatropmi
sinoitacinu
mmoc
fonalp
agnitaer
Cse
moctuobull bull bull bull bull bull
elbisnopsereb
lliw
ohw
elpoepeht
folla
yfitnedIeb
lliw
ohw
esohtdna
noitatnemelp
mirof
noitatnem elp
mieht
ybdetcap
misdnik
tnereffideht
sseccafo
stniopeht
yfitnedIyrassecen
sseccafo
sepytdna
noitatnemelp
mirof
elbisnopseresoht
llaerusnE
seitilibisnopserrieht
tuobaraelc
eraot
ycilopetacinu
mmoc
otnalp
ehtyfitnedI
s rebme
mytinu
mmoc
dnastneilcsresu
ecivresrehto
dnaegaugnal
ycaretilsserdd
Aseussi
ytilibisseccaseussi
eseh tsserdda
otnalp
aetaer
C
Appe
ndic
es
39
NOITSE
UQ
EG
NELLAH
CES
NOPSE
R
weivereht
sitah
Weludehcs
ehtodlli
woh
W
weiver
deweiver
ebdluohs
stnemucod
gnivilsa
serudecorpdna
seiciloPdluohs
ssecorpehT
tnemevorp
mirof
yltnetsisnocdna
ylralugernI
kcabdeefrof
ytinutroppoedivorp
otsa
oseludehcs
aedulcni
dnaseicilop
ehtyb
detceffaesohtlla
morftupni
tegot
redrotahtnesohc
rodetov
ebdluohs
sreweiver
fomaet
aserudecorp
sevitcepsrepfo
esabdaorb
atneserper
bull bull bull
roylraey-
seicilopfo
weiverrof
enile
mita
teSylraey-ib
ebdluohs
tahtspuorg
redlohekatseht
yfitnedIytisrevid
otnoitnetta
htiw
weivereht
nidevlovni
dnassenevitceffe
ehtssessa
otsloot
edivorPycilop
hcaefo
ytiuqe
ycilopsiht
seoD
egnellahclahcrairtap
laicosevisserppo
wo
Hs
mron
gnignellahcflesti
nisi
krowe
marfdetargetni
nagniylppA
neebevah
sufo
ynam
sareve
woHs
mronerutluc
tnanimod
morftrats
dluohse
wsdradnats
naciremA
htroN
ybdenoitidnoc
nide
marfeblli
wserudecorp
dnaseicilop
ruotaht
esimerp
ehtksa
otevah
ew
eroferehTsfeileb
dnaseulav
erutluctnani
modgnidlohpu
tonera
ew
erusnetaht
snoitseuqfo
seiresa
sevle sruonoisserppo
fos
metsysdehcnertne
bull bull bull bull bull bull bull
noisserppodna
yhcrairtapfo
seussieht
yfitnedIycilop
hcaeni
tnerehninihti
wseussi
esehtegnellahc
otwoh
ezigetartSnoitazinagro
ruoygnika
mnoisiced
ehtni
ycnerapsnarteht
weiveRsessecorp
seodtah
Weisevlesruoyrof
snoitseuqetaerC
noitazinagroruo
niekil
koolre
wopycilop
ehtmorf
stifeneboh
wyfitnedI
revore
wopa
dlohpuseicilop
hcihw
enimrete
Dkro
wemarf
emit-lluf
derihsteg
ohWei
-snoitseuq
ksAsi
erehW
denimreted
sihtsi
woH
emit-trap
senimreted
ohW
tegdubeht
nitneps
yenom
seitiroirp
Appendices
40
NOITSE
UQ
EG
NELLAH
CES
NOPSE
R
ehteblli
wtah
Wno
tcapmilaitnereffid
spuorgdezilanigra
m
dnatsrednuot
tnatropmi
sitI
emas
ehtnae
mton
seodlauqEyfitnedi
otspuorg
tnereffidno
seicilopfo
stcapmi
suoiraveht
foytilibissecca
troppusot
wohdna
eilsreirrab
ehtereh
wspuorg
suoiravrof
secivresdna
tnemyolp
me
bull bull bull bull
fos
mitcivera
ohw
elpoepfo
spuorgyfitnedI
noisserppoci
metsysspuorg
suoiravno
stcapmi
ehtyfitnedI
dnaytiuqe
ecnavdataht
stcapmi
hsiugnitsiD
tonod
tahtesoht
sseccaot
sreirrabegnahc
otsya
wezigetartS
ycilopehtlli
wwo
Hnoisserppo
egnellahcnoisserppo
cimetsys
rofseicilop
weiveR bullmsicar
bullaibohpo
mohmsixesoreteh
bullmsielba
bullmsiega
bullmsixes
bullmsirtneconhte
bullmsissalc
bullmsiti
mes-itnabull
msibarA-itnabull
noitanimircsid
suoigilerbull
msilainoloc
bull bull bull
tsrifnretse
wa
sahycilop
ehtfi
enimrete
D
weivdlro
wtuoba
noitpmussa
narof
ycilopeht
ssessAnoitautis
cimonoce-oicos
dnaegaugnalytilibafo
secnereferrof
egaugnaleht
weiveRsnoitp
mussasuoigilernoitazinoloc
Appe
ndic
es
Appendix F Glossary of Anti-Oppression Terms
Ableism Prejudice and discrimination against people living with mental emotional and physicaldisabilities or differences People living with disabilities experience this discrimination segrega-tion and isolation because of peoplersquos prejudices and institutional barriers not because of thedisability or difference itself Deaf Deafened and Hard of hearing people historically have experi-enced systemic ableist oppression as well
Anti-Semitism Discrimination or violence against Jews Judaism and the cultural intellectualand religious heritage of Jewish people The word Semite literally refers to ldquoany of the peoplessupposed to be descended from Shem son of Noah especially the Jews Arabs Assyrians andPhoeniciansrdquo However Anti-Semitism is mostly used to refer to prejudice discrimination andviolence directed at Jews
Class Economic and social groups People in the higher classes make decisions about theeconomy while other people work for wages or are kept out of the economy The things that markdifferences between classes include peoplersquos ability to meet their basic needs their level ofincome wealth and formal education and their connections with people and institutions thathave influence and power In the current economic structure rich people got their wealth bytaking advantage of people at the bottom and middle of the class structure
Classism Any practices and beliefs that judge and value people according to their social class orthe social class that other people assume they belong to Most workplaces use classist languagethat reflects and reinforces the social hierarchy For example they undervalue the work of sup-port staff and decisions do not include the knowledge and opinions of these workers
Colonialism When a foreign power dominates and exploits an indigenous group by taking theirland and resources and using them as cheap labor in order to make money It also means spe-cific era between the 1700s and 1900s when European countries expanded into the Americasand countries of the global South In Europe people justified these practices using racial doc-trines These ideas about hierarchies of race are still widespread Uncovering and challengingthe ideas and ongoing practices of colonialism are important parts of racial equity work
Culture The collective experience beliefs values knowledge economy and ways of life of agroup of people who share past or current experiences Culture changes constantly it is notstatic Every culture is shaped by the land and spaces people inhabit together Individual andgroup culture can also be shaped by language religion racialization gender experiences ofmigration and immigration social class political affiliation family influences age sexual orien-tation geographic origin ethnicity experiences of discrimination or lack of discrimination andexperiences fighting oppression
Disenfranchised Not having full rights as a citizen or not being able to fully participate as amember of the community
41
Appendices
Dominant Culture The beliefs values and judgments of groups with social power The dominantculture is created and maintained by people in the dominant social group People who do notbelong to the dominant group often believe that these values beliefs and judgments are trueinstead of seeing how they reflect the interests of people in power
Dominant group People whose social identity gives them power and privilege In most parts ofCanada dominant identities are White male English-speaking heterosexual able-bodied Chris-tian affluent and middle class thirty to sixty-five years of age university educated from centralCanada Many people have one or more dominant identities
Equity Peoplersquos rights as individuals or members of a group to an equitable share of theresources and influence in society Equity work analyses and challenges unfair systems andpractices and works towards creating outcomes and access that benefit people equally
Exploitation Taking unfair advantage of a person or a group for onersquos own gain or advantageExploitation can be systematic or individual
First Nations A term that reflects the process some Aboriginal peoples in Canada have used toname themselves The word ldquofirstrdquo recognizes the fact that Aboriginal peoples are the originalinhabitants of what is now called Canada The word ldquonationrdquo stresses the fact that Aboriginalpeoples are political collectives who had their own forms of government before Europeans beganto settle here Many First Nations peoples are fighting to re-establish that sovereigntybull The term also refers to a group of Aboriginal people who were previously called a ldquoBandrdquo by
the Department of Indian Affairsbull ldquoFirst Nationrdquo can also mean a group or several groups of Aboriginal people who have the
same ethno-cultural background
Gender identity Features that are tied to how an individual thinks of themselves as a man or awoman A personrsquos gender identity may not be the same as their biological sex
Gender roles The culturally specific behaviors and appearances constructed by a culture todefine what is expected of women and men The expectations of femininity and masculinity areimposed on individuals according to their biological sex
Harassment Persistent ongoing behavior conveying negative attitudes towards an individual orgroup to make them feel intimidated and humiliated Harassment is an exercise of power Itincludes any action that a person knows or should know is not welcome Harassment includesname-calling jokes slurs graffiti insults threats rudeness and crude gestures verbal or physi-cal abuse Human Rights Codes in most provinces prohibit harassment based on race religionsex ethnicity and the other prohibited grounds for discrimination
Heterosexism All practices that convey the message that heterosexuals are better than otherpeople including the assumption that everyone is or must be heterosexual It operates like otherforms of prejudice and discrimination giving privilege and rights to members of the dominantgroupndashheterosexualsndashand not to gay or lesbian people
42
Appe
ndic
es
Hierarchy A system that gives individuals or groups different positions and power People andgroups with a higher rank have more power resources and value than individuals or groups witha lower rank For example in a patriarchy men are given more value than women
Immigrants People who have arrived and settled in Canada in their lifetime Sometimes peopleuse the word incorrectly to refer to Canadian-born racialized people because they assume thatall racialized people were born elsewhere
Inclusive Making sure that all members of the community are represented or involved in allaspects of the community
Integrated Combining information and values from a variety of people and sources in order toget a fuller result that is more inclusive
Islamaphobia The systemic ways and individual practices of racism that target Arab people andhave particular impact on them Some examples include negative stereotyping of Muslim peopledepicting Islam as essentially violent and fundamentalist assuming that all Arabs are Muslimand all Muslims are Arabs
Landed immigrant Persons with legal status who are permanent residents of Canada ratherthan visitors refugee claimants temporary workers or citizens
Marginalization A process that keeps groups or individual from having access to all or part ofthe resources and activities of the community
Oppression When one social group takes advantage of another social group either knowinglyor unconsciously Oppression gives the dominant group privilege and marginalizes anddisenfranchises the subordinated group The dominant social group can use force or social insti-tutions and resources to achieve oppression After a time individual members of the dominantgroup do not need to do anything and unequal treatment becomes so much a part of the socialinstitutions and structures that it seems normal
People of colour Any person who is not White or Aboriginal This term was first adopted in theUnited States by racialized people who were trying to name themselves with a positive identityrather than as ldquonon-whitesrdquo ldquocolouredrdquo ldquoethnicsrdquo or ldquovisible minoritiesrdquo
Privilege Unearned power that gives members of the dominant group economic social andpolitical advantages Privilege also means rights that everyone should have but that are deniedto some people
Racism Any aspect of Canadian society that openly or subtly makes White people and Whitenessnormal and valuable while making racialized communities invisible or devaluing stereotypingand labeling people of colour as ldquoothersrdquo who are different or inferior
43
Appendices
Individual racism The beliefs attitudes and actions of individuals that support or maintainracism Individual racism can be conscious or unconscious It can be active or passive
Institutional racism The network of structures policies and practices in systems and institutionsthat give White people advantages and that discriminate oppress and disadvantage racializedpeople
RacializationRacialized Racial identities are not fixed categories They are shaped by historynationality gender class and identity politics Racial designations often differ from country tocountry The term racialization or racialized makes explicit the ways in which we are socialized todifferentiate groups of people on the basis of superficial physical characteristics where White isthe norm It emphasizes the active process of categorizing people while at the same time reject-ing ldquoracerdquo as a scientific category
Refugee Persons who have to flee their country because they have a ldquowell-foundedrdquo fear ofpersecution based on race religion nationality political opinion or membership in a particularsocial group
Religious discrimination Any institutional or individual practices that exclude and discriminateagainst a person because of their religion In Canada many workplaces do not provide equitablyfor all religions Recently the Supreme Court has ruled that employers must accommodate em-ployees whose religious observances are not recognized in the Christian-based statutory holidayssuch as Easter and Christmas Religious discrimination is often linked to other forms of discrimi-nation For example Irish Catholics were often marked by their class ethnic origins and lan-guage as well as their Catholicism Racialized Muslims often experience racism mixed withreligious discrimination
Sexism Systemic and individual practices that give men privilege make women subordinate andthat shame values identified with women
Social Location or Social Identity A personrsquos membership in a socially constructed groupThese groups are often identified according to superficial characteristics such as skin colourcountry of origin religious beliefs body form etc
Structural This approach to equity work believes that the thoughts and behaviors of the indi-vidual are created and guided by various social structures such as capitalism andor neo-liberal-ism and are therefore limited The focus for change is raising awareness of the limits and chal-lenging the structures
Systemic racism The conscious or unconscious policies procedures and practices that excludemarginalize and exploit racialized people Systemic racism is supported by institutional powerand by powerful ideas often unexamined ones which make racism look normal and justified Forexample institutions that do not have effective complaints procedures or performance appraisaland promotion processes that use equity competencies make it possible for individuals to beracist
44
Appe
ndic
es
45
Transgender person A person who is not comfortable with or who rejects some or all of thegender identity given to their biological sex This is an umbrella terms used to describe trans-sexuals transvestites or cross-dressers and intersex people
Transsexual Someone who has a very strong feeling that they are living in the wrong sex A maletranssexual needs to live as a woman and a female transsexual needs to live as a man Somebut not all transsexuals have surgery to reassign their sex Some have procedures to partiallyreassign their sex and some use hormone therapy A transsexual can be heterosexual homo-sexual or bisexualWhite Refers to people belonging to the dominant racial group enjoy skin privilege in NorthAmerica Australia New Zealand and anywhere European colonialism has created racial inequityThe term ldquoWhiterdquo is capitalized for different reasons than other racial designations ndash Aboriginaland Black The latter identities are claimed with pride in opposition to the names imposed bydominant White society One of the ways that racism operates is to leave the racial identity ofWhite people unidentified ldquoWhiterdquo is capitalized to interrupt the privilege of having Whitenessgo unnamed
White Supremacy A system based on assumption of the ldquorightness of Whitenessrdquo in whichpolitical economic and social systems result in White people having more privilege and powerthan racialized people
many of the terms in the glossary were adapted with permission from Dancing on Live Embers ChallengingRacism in Organization by Tina Lopes and Barb Thomas Toronto Between the Lines 2006
Appendices
Appendix G Focus Group Findings
The following points are the relevant themes that emerged from the focus groups The groups wereasked to answer the following questions
1 How well has your organization and the various sectors practiced an integrated approach to anti- oppression
bull overall feeling that most are doing pretty good workbull some feel frustrated that the policies etc are not fully put into practice by all staff at an
agencybull feeling that the work is silorsquod and separated ndash working on one oppression at a timebull that the work is framed from a white middle class perspectivebull the work is not happening fast or often enough ndash ie deaf woman services gaps and barriers
2 What are the effective practices in the various areas ie policies programming outreach training org development
bull be committed inventive constantly evolve vigilantbull open to change pushing for changebull inclusion at all levels of an organization working together on committees and groupsbull engage diversity responsive to different needs
3 Where are the challengesbull funding shortages piecemeal and targeted on specific groups onlybull lack of accountability lack of clear policies and proceduresbull lack of inclusivity and diversitybull lack of time to be together communicate etcworkloads of service providersbull silorsquod workbull systemic exclusion internal and societal institutions
4 Visions and suggestions for changebull core guidelines with key values ndash written down and put into practicebull accountability in staff and managementbull commitment from all levelsbull everyone open to challengebull look at themes not populationsbull community drivenbull training and toolsbull fully funded and supported by structures
5 Who would take up the facilitation of changebull not one personbull coalitionsbull community groupsbull all levels of organization including service users
46
Appe
ndic
es
Recommendation(s)
a Conduct a review of existing policies procedures and practices that organizations feel repre-sent their best efforts of an integrative anti-oppressive framework
b Working groups should be created to develop the most effective integrative policies andprograms The groups should include diverse members from different social locations com-munities and be representative of all levels of the organization including service users
c Organizations must support this work by allocating time personnel and resourcesd Organizations must demonstrate commitment to the work by reviewing all policies proce-
dures and programs through the lense of an integrative anti-oppressive frameworke A tool kit should include templates of policies and procedures to simplify the writing of work
done by the committeesworking groupf This work is not static and must be revisited regularly in order to incorporate new informa-
tiong Organizations should offer regular training and workshops on how to put an integrative anti-
oppression framework into practiceh Organizations must hold staff and volunteers accountable to adhering to agency practice by
offering training and supervision including key values in mandate and mission statementsand integrative anti-oppressive practices in personnel and volunteer policies
Focus group participants
The following organizations participated in focus groups in 2005-06 for the Integrative Anti-Oppression Project
Woman Abuse CouncilFCJ Refugee Centre519 Community CentreNelliersquosSpringtidersquos Women with Disabilities ProgramToronto Rape Crisis CentreMulticultural Women Against RapeCentral Neighbourhood HouseAccess Alliance Multicultural Community Health CentreA Commitment to Training and Employment for Women (ACTEW)Arab Community Centre of TorontoAssaulted Womenrsquos HelplineBarbara Schlifer Counselling ClinicBlack Creek Community Health CentreCentral Family IntakeErnestine Womenrsquos ShelterFamily Services AssociationFlemingdon Neighborhood ServicesKorean Canadian Womenrsquos Association
47
Appendices
Macaulay Child Development CentreSt Christopherrsquos HouseSt Joseph Womenrsquos Health CentreSt Michael HospitalStonegate Community Health CentreUrban Alliance on Race RelationsWomenrsquos Counselling Referral and Education CentreYorktown ShelterYWCA
48
Appendix H References
Dancing on Live Embers Challenging Racism in Organizations Tina Lopes and Barb Thomas Be-tween the Lines Toronto 2006
Campbell C (2003) Anti-oppressive social work Promoting equity and Social Justice Editor DrCarolyn Campbell Halifax Nova Scotia Dalhousie UniversityRetrieved Jan 22 2008httpaoswsocialworkdalcawhatisaoswhtml
Roundtable on Anti-Oppression Politics in Anti-Capitalist Movements Edited by Sharmeen Khan ndashparticipants in the roundtable Kirat Kaur Junie Deacutesil Gary KinsmanRetrieved Jan 22 2008httpuppingtheantiorgnode1380
Williams C (2003) ldquoSeeking Cultural Competence What Is It How Do You Develop It and How DoYou Know When Yoursquove Got Itrdquo In WShera (Ed) Emerging Perspectives on Anti-Oppressive Practice(pp 265 - 278) Toronto Canadian Scholarsrsquo Press Inc
- Front Page1-1
- ManualModEN2
- ManualModEN3
- ManualModENCon
-
Acknowledgements
This toolkit was developed as part of Phase II of the Integrating Anti-Oppressionproject funded by the United Way of Toronto Phase I of the project was funded bythe City of Toronto
The Integrating Anti-Oppress project was initiated by Springtide Resources with thegoal of creating a tool that would support community service organizations to con-sistently integrate their anti-oppression learning into practice
Special Thanks to
The workers and organizations who participated in the focus group and evaluationprocess for their valuable insight
Tannis Atkinson ndash plain language editYoon Hee Park ndash format and design
My colleagues Fran Sarah Angie and Marsha who supported the work with theircomments and feedback
Guide Developed byMargaret Alexander Program ManagerSpringtide Resources 2008
Funded by
Table of Contents
Part 1 Introdu on 1
Why do we need to look at policies 1
Aim of this toolkit 1
What community can do to challenge social inequality 2
Who should take the lead 2
The goal of this toolkit 3
History of this project 3
What is integrated an -shy‐oppression 4
Principles of integrated ession 4
How is it erent from other approaches to equity 5
Barriers and challenges to integrated ression 6
Part 2 Applying integrated ression to policies 9
The steps in integrated policy 9
Step 1 Set a schedule for iewing policies 10
Step 2 Create a work plan 11
Step 3 Set up a Policy R iew Comm ee 12
Step 4 R iew the org rsquos policies 14
How accessible are your policies 15
How do our policies ect erent people 17
What are the gaps in policy and what can we do to make changes 19
Step 5 Make recommenda ons 21
Part 3 Appendices 24
Appendix A Forms 25
Plan for policy 26
Work plan 27
How accessible is this policy 28
How does this policy ect erent people 29
Policy gaps and what we can do 30
Report of recommend ons 31
Appendix B Sample Terms of Reference ndash Policy Re w Commi ee 32
Appendix C Sample Guidelines ndash Policy 33
Appendix D Sampel Decision Making Chart 35
Appendix E Framework for policy iew and d lopment 36
Appendix F Glossary of An ression Terms 41
Appendix G Focus Group Findings 46
Focus group 47
Appendix H References 48
Intr
oduc
tion
Part 1 Introduction
Why do we need to look at policies
Consider the following situation
At first glance this arrangement seems to benefit the staff of this organization After all whowouldnrsquot like extra paid time off in the year The answer is that we would all like extra days off withpay However there are several equity issues raised in this scenario
Aim of this toolkitThe aim of this tool kit is to help organizations review and consider changes to policies such as theseto make sure that they are equitable for all employees and members and for their community
The suggestions and checklists in this guide are designed to help foster discussions that will allowus to apply an anti-oppression analysis to our current policies and to the policies that we create inthe future The questions in the checklists are offered as a place to start but please note that manyother questions should arise throughout the discussion
Back to the scenario What are the equity issues it raises To apply an anti-oppression analysisbegin the discussion by asking two questions
bull Who benefits from this policy
bull Who does not benefit from this policy Or benefits differently
The answers will identify what parts of the policy are not equitable The next stage of the work isdiscussion that focuses on ideas for change looks at the possibilities for change and makes somerecommendations about what the organization could do In effect these are the main steps in thework of applying integrated anti-oppression to an organizationrsquos policies
Three statutory holidays occur in a one-week periodChristmas Day Boxing Day and New Yearrsquos DayThinking that the office is quiet and staff wouldprobably like the time off the Board and ExecutiveDirector decide to create a policy that closes the officefor the week between Christmas and New Year Theyare pleased to think that this gives employees a fewextra days of paid time off
1
IntroductionIntroduction
This toolkit provides a practical tool that allows organizations to apply integrated anti-oppressionpractice to their policies It is for Executive Directors Program Managers Boards of Directors andothers who are responsible for reviewing and updating policies in community service organizationsWe hope it will support individuals who have completed general anti-oppression training and who
want to put their learning into practice
What community organizations can do to challenge social inequality
Social inequality is embedded in our individual values and beliefs and the systems and institutionswe create reflect these inequalities Therefore change must begin with individuals transformingourselves We can do this by challenging our perceptions and assumptions critically analyzing whatwe ldquoknowrdquo and recognizing power in interpersonal relationships However anti-oppression workcannot end there For any real change to happen we must also work to restructure systems andinstitutions
Community service organizations can be at the forefront of anti-oppression work They mostly workwith people who are disenfranchised diminished and marginalized and often the workers come fromthe community they serve The workersrsquo strength and knowledge come from their lived experience ofbeing marginalized
Community service organizations can challenge social inequality in vital ways Their guidelines andprinciples of engagement are innovative and radical because they believe in what they are doingThey try to provide services in ways that promote dignity respect and empowerment
Every organizationrsquos mission statement or mandate states the agencyrsquos vision These statementsare lofty goals Their purpose is to keep the organization grounded in a common purpose and reasonfor being Policies exist to tell people how to enact the mission and mandate They provide guide-lines for action From policies come the procedures which give people instructions about what to doDeveloping and reviewing policies is a vital process that can help community service organizationsconsistently apply their anti-oppression practice
No matter what approach we take to challenging social inequality change takes time There is noquick and easy way to do this work
Who should take the leadTo do integrated anti-oppression work organizations should first understand all the ways in whichindividuals hold power and how they use their power Begin by asking yourself ldquoIn our organizationwhich people make the decisions that affect other peoplersquos access to resourcesrdquo Most oftenthe answer is ldquoThose who hold interpersonal and systemic positions of power in the organizationrdquoThe lived experiences of those individuals are most often reflected in the policies and practices ofthe organization Policies whether societal or institutional are created from social norms they canreinforce hierarchies and can keep people from being involved Policies that have integrated anti-oppression practices can create inclusion connection and shared vision
2
Intr
oduc
tion
It is important to acknowledge that there are contradictions inherent in attempting to apply an inte-grated anti-oppression framework to policies in a hierarchical structure A hierarchal organizationcannot function within an anti-oppression framework unless its leaders show that they are commit-ted to this approach
Executive Directors and Boards of Directors are in positions of power They set the agencyrsquos direc-tion They have the authority to create an inclusive environment and to make sure that anti-oppres-sion practice is the norm For example Executive Directors need to examine how power is held andactualized both personally and structurally They also need to identify how classism racism sexismableism and other forms of oppression may be manifesting through their position and other positionsof power in the organization
To support integrated anti-oppression work board members and Executive Directors must allocatefunds and staff time to develop programs and practices that will make sure that knowledge aboutdifference diversity and oppression are directing the work They need to make policy review apriority for the organization and allocate funds and staff time for this work
The goal of this toolkit
We hope that this toolkit will help community service organizations become better able to reflect thevalues beliefs and life experiences of everyone in their community In this way they will becomeplaces rich with diversity and difference where everyone works to challenge and dismantle all formsof oppression
History of this projectIn 2005 Springtide Resources (formerly known as Education Wife Assault) started a project to createtools that would help us continue to integrate anti-oppression work in our agency Integrated anti-oppression is not a new concept However many of us felt it was challenging to pull together whatwe had learned over the years to apply it in our organization and to make sure that we applied anti-oppression practice in all our work
The project funded by the City of Toronto involved a series of focus groups Participants includedvarious members of Springtide Resources and other agencies in our social change network Thepeople who participated identified the issues that both individuals and organizations face whentrying to apply anti-oppression in their day-to-day work
As we reviewed the focus group discussions and policies from various organizations it became clearthat organizations have developed some great policies and practices over the years that help createinclusive spaces At the same time we are still challenged by how to consistently integrate anti-oppression practice in all aspects of our work To address this concern we created a framework thatorganizations can use to develop policies with an integrated anti-oppression analysis This frame-work is included as Appendix E
Another thing we learned was that organizations needed a practical tool that would allow them toapply anti-oppression practice to their policies This was especially important to community service
3
IntroductionIntroduction
What is integrated anti-oppression
The term lsquoanti-oppressionrsquo reflects a number of different approaches to the work of addressing thesocial and institutional inequalities that are constructed in our society In North America the theoriesand concepts of anti-oppression grew out of the social justice movements of the 1960rsquos Disenfran-chised groups who were opposing the status quo also began to challenge each other to recognizethat different people within these groups experience different levels of oppression
Anti-oppression approaches to inequality include feminism anti-racism as well as structural andcritical approaches Often anti-oppression work can focus on a single issue perspective or way ofbeing marginalized For example a group may want to address gaylesbianbisexualtranssexualqueer (GLBTQ) rights or womenrsquos rights
Using an integrated anti-oppression model people work together to rebuild existing systems so thateveryone shares the benefits and opportunities of the system Integrated anti-oppression looks at allthe ways people can experience oppression and marginalization and how those social locationsintersect This approach recognizes that individual contexts are different and that peoplersquos livedrealities are complex It is integrated because it asks us to combine information and values from arange of people and sources in order to get a fuller more inclusive result
Integrated anti-oppression requires that people examine their own experiences and actions andcritically analyze social structures of power and privilege It insists that the dominant group recog-nize the power of its own social location(s) and how that power results in societal privilege andbenefit to the exclusion of marginalized people
This approach encourages us not to make assumptions about group identity It emphasizes thatpeople who share a group identity may or may not have similar characteristics and lived experiencesIntegrated anti-oppression reminds us to unlearn what we thought we knew and to think of and workwith people as individuals
Principles of integrated anti-oppressionThe following are principles that guide the integrated anti-oppression model
bull Society operates within a socially constructed hierarchy of difference where somepeople are valued and privileged and others are marginalized and exploited Forexample people living with a disability are devalued by society and their contribu-tion to society is not recognized solely because of their disability
bull People do not belong to just one category or social location Our identities arecomplex and multiple fluid rather than fixed As a result we can be both victims
4
organizations since they are extremely busy doing the work and do not have time to develop theirown materials Hoping to assist these organizations Springtide Resources applied for funding to dothis work The United Way of Toronto granted funding for Phase II of the project in 2007 This toolkitis the result of that project
Intr
oduc
tion
and perpetrators of oppression We often re-create the relations of social powerand control that also oppress us For example one may experience oppressionbecause of female gender but at the same time experience white skin privilege
bull The ideas thoughts and beliefs of people who ldquobelongrdquo to groups that are higheston the social hierarchy create ldquodominant culturerdquo Dominant culture becomes thestandard or norm by which everyone is compared For example in Canada thedominant culture norm of womenrsquos clothing does not include wearing the hijabas a result wearing the hijab is considered unusual and abnormal
bull People who are members of privileged groups have the power to control access toresources and information This perpetuates the cycle of power and oppression forpeople who are not members of these groups People who are marginalized andexploited experience limited access to the power to shape their own past presentand future For example Canadian history has been written from the perspectiveof white skinned European descent colonialists This historical perspective isperpetuated through dominant education institutions as the only true view ofhistory
bull Not everyone from the same social group has the same experiences becausepeople have many different lived experiences When people have multiplymarginalized identities they do not merely face extra barriers their lived experi-ence is entirely different
bull Integrated anti-oppression work requires that individuals accept responsibility fortheir role in perpetrating oppression both interpersonally and systemically Tobring about change individuals and systems must be changed
How is it different from other approaches to equityA formal equality approach generally means that the rules are the same for everyone and nobodygets special considerations or favors A formal equality approach assumes that if the same rule isapplied to everyone it will produce equal results This approach is flawed because it does notrecognize differential impacts and circumstances It renders social discrimination and oppressioninvisible by insisting it either does not exist or does not matter
Cultural competence is an anti-oppression practice that encourages people to work across culturalvariations It asks individuals and organizations to focus on understanding the characteristics andneeds of ldquodiverse groupsrdquo Cultural competence encourages people to include diverse groups inexisting frameworks
This approach is limited because the dominant grouprsquos culture is accepted as the norm and diversityis identified as anything outside of those norms Often with cultural competence the dominantgroup does not critically examine its power and privilege This approach also reinforces identitypolitics and divisions between groups that are based on superficial characteristics and social mark-ers
5
IntroductionIntroduction
Another approach is substantive equality or equity which recognizes that the same rules applied toeveryone will not produce equal results because of different circumstances and socialdiscriminations at present and in the past Sometimes substantive equality tries to remedy theeffects of past discrimination by providing additional supports to those who have historically beenmarginalized Integrated anti-oppression is comparable to the substantive equality approach
Barriers and challenges to integrated anti-oppression
Working from an integrated anti-oppression framework is not easy for a variety of reasons It isimportant to acknowledge this and find ways to continue the work Here are some of the most com-mon barriers and challenges and how you can address each one
Not enough timeIn social service agencies there is always more work and limited funding In some casesorganizations have had to reduce their number of staff or number of programs Communityservice organizations have been seeing higher demands for services from people who seemto have greater and greater needs
Anti-oppression work is often thought of as work that can wait as an administrative functionrather than work that requires our full and urgent attention But policies that do not reflectintegrated anti-oppression analysis are not effective for many people This can lead to confu-sion and make it hard for organizations to proactively respond to the needs of clients volun-teers staff and communities
When we create policies using an integrated anti-oppression analysis programming willbecome more meaningful and thereby more effective This approach also helps us learn newways of doing things When the work is shared and delegated differently we can discovernew efficiencies
Not enough money to implement policy changesImplementing real change will cost money and agency budgets are already stretched thinRemember that not making changes will affect everyone in the organization The people whowill feel the pinch the least are those who have the power to make decisions about thebudget
Most organizations cannot afford to make radical changes all at once to their frameworks andprograms As with any structural change organizations need to create a plan to phase inchange The plan should include clear timelines name who is accountable and allocate fundsfrom the budget The plan should also include priorities a risk and benefit analysis of whatyou hope to achieve and steps to meet your goals
Not understanding what lsquointegrated anti-oppressionrsquo means and how to put it into practiceThere is little information and few resources about applying an integrated anti-oppressionframework Much that has been written has focused on theory more than on how to use the
6
Intr
oduc
tion
7
framework This is challenging for organizations that are inundated with direct servicedemands and have no time to develop their own materials As this work becomes morewidespread it is certain to generate more practical tools for busy agencies
Feeling overwhelmed by how broad the work isMany people doing this kind of policy work for the first time say that not having an inte-grated analysis of oppression makes it hard to change policies Organizations struggle withcompartmentalizing issues of oppression and marginalization for example we may addressracism but we donrsquot connect it to disability issues and recognize how racism impactsracialized people living with a disability Changing policies can quickly become overwhelm-ing if an organization is trying to have a different policy for each marginalized group
Integrated anti-oppression looks at how we can experience systemic oppression and per-petuate oppression at the same time in the same moment This is why the work is ongoingndash no one is an expert Being forgiving of one another can help foster an environment ofchange and learning You can do this by being open to other peoplersquos mistakes and over-sights and by noticing your own Remember that mistakes are opportunities to learn anddevelop
Being afraid of change or of losing position status privilegeWe can all expect to feel uncomfortable with change and to be afraid of losing what wehave Our society fosters feelings of instability and insecurity and encourages people to beafraid of losing what they have gained Historically marginalized groups have not had ac-cess to positions of power to the ability to make decisions or even to stable permanentfull-time positions
Systems of oppression allow some people to have success and achievement at the expenseof other people It does not have to be that way An integrated anti-oppression frameworkallows us to find ways to share access and power equally
Being afraid of not being able to accommodate everyone or of making a mistakeWhen people are afraid they can freeze and not take any action Of course everyone willmake mistakes No organizationrsquos policies are perfect examples of integrated anti-oppres-sion Nobody even knows what fully integrated anti-oppression looks like
Approach this work with honesty and integrity Build a system that allows people to ac-knowledge their limitations errors and shortcomings This will allow real change to happenConfidence will grow as knowledge and insight grow Stay committed to the work
Not having the willWorking with an integrated anti-oppression framework requires time effort commitmentand funds It asks us to be vulnerable enough to hear how we as individuals and organiza-tions oppress others in spite of our intentions Integrated anti-oppression involves workingthrough conflict and struggle This is a lot to ask But it is possible
IntroductionIntroduction
8
If we procrastinate make excuses and constantly avoid the work others may come to be-lieve that we are not committed to the work If you believe that this work is important takerisks and begin
Not having the formal power to make changesIf you do not have much formal power in the organization it will be difficult for you to be anagent of change However you can still do important work Social justice work is best donein groups Find allies and build a support network Together apply pressure to people whohave the power to change things They will find it hard to ignore a growing group of peopleIt is easier for them to disregard a single voice
Not being supported by others or doing the work aloneIt is very difficult to be the agent of change when you have little or no support from peersand colleagues If you are in this situation try to find ways for others to join the struggleEveryone will experience oppression at some point in their lives By helping them to see thatthis may make it possible for them to discover why equity is important Finding commonground is a good place to start
Everyone involved is at a different level of understandingEveryone is always at a different place in their learning People who have been anti-oppres-sion activists for years can share insights resources and information with others who arejust beginning to think about these issues Be compassionate Gently challenge yourself tokeep deepening your understanding and to help others do the same Approach everyone as apotential ally
Appl
ying
Inte
grat
ed A
nti-o
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ssio
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icie
s
Part 2 Applying integrated anti-oppression to policies
The five steps in integrated anti-oppression policy review
Developing and revising policies can be a huge administrative task that costs a lot of money As aresult policies in community service organizations tend to stay the same for years This is a problemPolicies set out how the organization works and must be revised regularly as information changesand our knowledge grows We hope that our five-step process will make it easier to plan for andinclude integrated anti-oppression in your policy review process The five steps are
1 Set a schedule for reviewing policies
2 Create a work plan
3 Set up a Policy Review Committee
4 Review the organizationrsquos policies
5 Make recommendations
The sections below explain more about each step Appendix A includes blank copies of the forms youcan use at each step in the process
9
Applying Integrated Anti-oppression To Policies
Step 1 Set a schedule for reviewing policies
Every organization should regularly include policy review in its work plan A policy review schedulecan make sure that all of the organizationrsquos policies are examined every two or three years
The schedule should include all of your policies and say which policies will be reviewed each yearBy rotating which policies are reviewed the organizationrsquos policies will become living documentsthat change and grow as knowledge increases
Consider how many policies a committee can review in a six to eight week period Build your sched-ule to reflect the size of your organization and the number of policies you need to review
Here is a sample schedule for a small organization
Use the chart on page 26 (Appendix A) to create your policy review plan
10
etaD aerA weiverotseicilopfotsiL
1raeY lennosreP gniriHgniriF
stifeneBeeyolpmEseiciloplennosreprehtO
2raeY lanoitarepO gnimmargorPtseretnIfotcilfnoC
erusolcsid-noNytilaitnedifnoCseiciloplanoitareporehtO
3raeY srotceriDfodraoB tnemtiurceRdraoBseettimmoC
laicnaniFseicilopdraoBrehtO
Appl
ying
Inte
grat
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nti-o
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icie
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Step 2 Create a work plan
Once you have a policy review schedule create a work-plan for the policy review process Make sureto allow enough time for a successful and meaningful review
To help create this work plan we suggest using the Framework for Policy Review and Developmentincluded as Appendix E Here is a sample of a basic work plan
Use the chart on page 27 (Appendix A) to create your workplan Use the Framework on pages 36 to40 (Appendix E) to help you develop the work plan
otsdeentahWneppah
siohWelbisnopser
sksaT eniLemiT
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dnasresuecivrestiurcerffats
1beF-retteL
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srebmem
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nosiailffats
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ctesegnahcrof
52enuJ
11
Applying Integrated Anti-oppression To Policies
Step 3 Set up a Policy Review Committee
Often people think that committees are a cumbersome and time-consuming way to work Howeverworking with a diverse group is the best way to build integrated anti-oppression into the organiza-tionrsquos policies
You will need to decide the size of your policy review committee It should be large enough to includea variety of perspectives but not so large that it will be difficult to complete its work in the time setfor the process Remember to think about how many people the budget can accommodate and whoshould be represented
Committee members will have access to sensitive and confidential material For this reason theymust agree to confidentiality and sign a letter that outlines this agreement
Inviting members to joinInvite or recruit members from the community and from within the organization You should
bull use accessible language and formats in your invitationbull invite people to join well before the committee starts its work andbull give people clear information about what you expect from the committee what their
responsibilities will be and how much time the committees work will take
Who should be on the committeeMake sure that the committee reflects diverse identities and has representation from people whodo not traditionally have decision making power
bull the majority of the committee should identify as racialized or aboriginalbull the majority of the committee should be people who have no or little decision-making
power in the organizationbull all committee members should identify part of their social location as a member of a
marginalized group andbull as a whole the committee should represent the demographic of people who use the
organizationrsquos service
Make sure that your committee includes representation from people who will be impacted by thepolicy such as
bull community members including service usersbull Volunteersbull Frontline staffbull Managementbull Board
People who sit on behalf of the Board of Directors and management must be able to make decisionsand speak on behalf of the decision-makers they represent Make sure they are clear about whatprocess they should use to check in and communicate with the board or management
Supporting the committeeThe organization must fully fund the participation of all committee members This includes moneyfor transportation child care interpretation accessible space and attendant care An honorariumshould be given to committee members who are community members
12
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grat
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Ideally the organization shouldbull Provide financial support to everyone without stigmatizing those members who are
poor or who identify as marginalized socio-economically In addition the organizationmust work with members who receive social assistance to make sure that they arenot penalized for any financial support they get for doing this work Perhaps one ofthe first policies the committee could review is the Honorarium policy or the policiesabout Committee Membership
bull Supply a resource person to the committee Their role is toi keep notes of the meetingsii make notes about recommendations for how policies should be revisediii research legislative benchmarks human rights provisions employment
standards and any other matters as needediv create information packages for committee members that include relevant
internal documents such as complaints salary and benefit grids and collec-tive agreements
v report back to the organization on the committeersquos progress or on issues thatneed broader discussion
If this person is a staff person with other responsibilities they should be given timeto work on this process Committee work should not be added on to their otherduties and squeezed in when possible Allocating staff time for this work is one wayto make sure it has priority within the organization
bull Develop terms of reference for the committee It should include a statement of thecommitteersquos mandate The terms of reference should include details of the scopeand boundaries of the work the timelines and the responsibilities of the committeeas a whole and of the facilitators (See Appendix B for sample terms of reference)
bull Ensure all committee members have a copy of the organizationrsquos anti-discriminationandor anti-harassment policy In addition consider developing some guidelines forconflict resolution (see Appendix C for a sample of conflict resolution guidelines )
bull Develop an agenda for the meetings For the first meeting the agenda should in-clude
i choosing a facilitator and co-facilitatorii reviewing the terms of referenceiii introduction to the process and each otheriv schedule of meetingsv introduction to the package of materialsvi expectations and role of the committeevii discussion about the power differences between committee members and how the committee should be mindful of this while making decisionsviii guidelines for decision making (see Appendix D for a sample of a decision making chart)
Ask the committee members to provide feedback on their experiences working on this projectafter they go through the whole policy review process This will support the organization toidentify and alleviate barriers and improve the process for the next round
13
Applying Integrated Anti-oppression To Policies
Step 4 Review the organizationrsquos policies
Once the committee is ready to begin work it should review each policy We have developed ques-tionnaires to help facilitate discussion of the three vital questions at this stage of the processnamely
bull how accessible is the policybull how are different people affected by the policybull how can the policies be changed to truly include everyone
Blank copies of these questionnaires are included in Appendix A
To help you understand how to use these tools we have included questionnaires that have beencompleted in response to the following policy provided by Springtide Resources Please note thatthis is an old version of one of our policies Springtide Resources has recently used the integratedanti-oppression framework to update all of its policies
Sample policy ndash PAID HOLIDAYS(from Education Wife Assault (EWA)ndash the name for Springtide Resources before 2006)
EWA staff will be paid for ten statutory holidaysNew Yearrsquos Day Canada day Thanksgiving Day BoxingDay Good Friday Christmas Day Labor Day Victoria DayEaster Monday Civic Holiday
A religious holiday of the employeersquos choice may be substituted forEaster Monday
Permanent part-time staff who work 21 hours a week are entitled to allstatutory holidays
Building Closure
When the EWA offices are closed between Christmas and New Yearrsquosemployees will be paid for these days
14
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How accessible are your policiesThe questions in this section are designed to help you think about whether the policy documents areaccessible ldquoAccessiblerdquo includes where the policy is physically located its format and how mean-ingful the policy is The best policies will be representative and make sense to a variety of users
To make policies accessible you should aim toKeep the policies in a place where anyone who wants to read them can access themwithout barriersMake sure that the policies can be and are translated into different and appropriatelanguage and cultural interpretations as well as physical formatsUse language that is clear and direct rather than full of jargonUse wording that makes the policy intentions easy to understandHave a clear statement about who the policy applies to and who is responsible forputting it into practiceBeing flexible in the policy to allow for different cultural beliefs and values unlessthere are legal reasons to limit your flexibility
Questions for discussionTo check your policies for accessibility use these questions in your discussion
1 Is the policy in a barrier-free location
2 Is the policy available in different formats Do we invite comment about the format
3 Is the policy written in language that is easy for most clients and all staff to understand Lookfor jargon that only makes sense to workers in your organization but is not recognized by others
4 Can the policy be easily translated to other languages
5 Does the policy say who it affects Does it say who is responsible for implementing it
6 Does the policy reflect various cultural beliefs and values This question can lead to a toughdiscussion about cultural beliefs and values that may undermine social equity There are nofast and easy answers but again the policies should be living documents that change and adaptto our new information and knowledge about difference
7 If there is a process in the policy are the steps flexible and adaptable to accommodate differ-ences
8 Does the policy invite people to give feedback and comments about what it says
Record your decisions on the form ldquoHow accessible is this policyrdquo This form is on page 28 (AppendixA)
15
Applying Integrated Anti-oppression To Policies
Here is how we used our questionnaire to assess our policy about Paid Holidays
How accessible is this policy
16
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X
X
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X
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etadommoccaotelbatpadasecnereffid
X dewollasinoitutitsbusenO
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syastitahwtuoba
X gniydemeryfitneditonseodycilopehTspets
wohyfitnedirokcabdeefticilostonseoDsmelborpehtsserddaot
Appl
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Inte
grat
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Pol
icie
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How do our policies affect different peopleThe questions in this section are designed to facilitate discussion about the impacts of policies ondiverse lived experiences Some questions can be answered with yes or no responses and othersrequire more information The term ldquoimpactrdquo in this context is used in a broad sense to refer to bothbenefits and restrictions
To consider how people are affected you should aim for a policy thataffects people equitablyincorporates values that are of similar importance for people with different livedexperiencessays what it does not do and outlines steps to changewas created with input from the range of people who are affected by it
Questions for discussionTo check how your policies affect different people use these questions in your discussion
1 How has the policy been implemented What procedures and practices have resulted
2 Who benefits from this policy How
3 Who does not benefit How
4 What are the barriers to equitable impacts What are the kinds of barriers (legislated finan-cial etc)
Record your decisions on the form ldquoHow does this policy affect different peoplerdquo This form is onpage 29 (Appendix A)
17
Applying Integrated Anti-oppression To Policies
Here is how we used this questionnaire to assess our policy about Paid Holidays
How does this policy affect different people
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18
Appl
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Inte
grat
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Pol
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What are the gaps in policy and what can we do to make changesThe questions in this section are exploratory to help begin discussions to identify gaps and generateideas for change Use a flipchart with the questions as headers This will allow everyone to contrib-ute and build on the information and ideas
Questions for discussion
1 Does the policy recognize and identify how different people will be affected
2 Is the policy flexible enough to respond to the different lived experience that people have
3 If the policy is not flexible does it say what the organization will do to change this Does theplan for change include timelines
4 Does the policy say how people can give input or feedback about how the policy affectsthem What comments questions and complaints do people have about this policy or thepractices and procedures that this policy has created
5 Does the policy include diverse cultural norms and values What are they
Record your decisions on the form ldquoPolicy gaps and what we can dordquo This form is on page 30 (Ap-pendix A)
19
Applying Integrated Anti-oppression To Policies
Here is how we used this questionnaire to assess our policy about Paid Holidays
Policy gaps and what we can do
20
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X
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oN
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Appl
ying
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grat
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Pol
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s
Step 5 Make recommendations
Once the committee has assessed the policies it must create a report that outlines its recommenda-tions The report should summarize how each policy could be improved To come up with recommen-dations for improving each policy the committee can review comments from the questionnaires
The main question in this step of the process is What would improve this policy so that it inte-grates anti-oppressive practice Use flipchart paper to record ideas This allows committee mem-bers to share information and build upon each otherrsquos ideas
Facilitate the discussionThere will be different perspectives and ideas about what changes will benefit people and how toaccomplish these changes Because of this there is potential for conflict Here are some hints tohelp make sure that this discussion will lead to recommendations that can help your organization
Ask the committee to choose a facilitator for the discussion Their role isto support everyone in being heardto solicit all ideas and perspectivesto make sure that opposing viewpoints or challenges are given and received in afriendly and open mannerto help the committee build consensus andto finalize recommendations
The facilitator should not offer ideas to the discussion Their role is to help make sure all of thecommitteersquos ideas are recorded The organization may choose to hire an outside facilitator for thispart of the discussion
Have the facilitator review the committeersquos Terms of Reference and Conflict Guidelines Remindeveryone that this is ongoing work
Write a reportFor each policy the committee should write a recommendations report
This report has three columns
Write the committeersquos recommendations in the left-hand column The recommendations may rangefrom fairly simple to quite complex They can be one-time actions or multi-staged changes
The committee should leave the two columns on the right empty ndash these will be filled out by deci-sion-makers in the organization They will review the recommendations and decide what to do withthem
noitadnemmoceR elbisnopsersiohW enilemiT
21
Applying Integrated Anti-oppression To Policies
Assessing the recommendationsAs soon as possible the decision-makers in the organization should review the recommendationsand fill out the right-hand columns of the recommendations report The management or Board ofDirectors must decide Who is responsible They must also set a Timeline
The organization is not required to act immediately on all of the committeersquos recommendationsSome recommendations may not be possible or viable in the immediate future and may need longerterm planning
To decide how to implement the recommendations the decision-makers should considerbull how urgent the issue isbull the workloads of the staff involved in changing the policybull the fiscal timingbull what research the organizations needs andbull how much time the organization needs to prepare
For example a policy change that does not involve employment standards or financial supports couldbe implemented fairly quickly A policy change that involves rewriting translating and adaptingpolicies will takes time so it may not be implemented until well after the organization has finishedtaking care of its year-end reporting responsibilities
Once the Board or management has done this work they should give copies of their completedreport to every member of the committee and to all staff volunteers and community members whoare affected by the policy This helps keep the policy process open and helps people feel that thepolicy process is collaborative among everyone in the organization
Use the ldquoReport of recommendationsrdquo chart on page 31 (Appendix A) to record your decisions
22
Appl
ying
Inte
grat
ed A
nti-o
ppre
ssio
n To
Pol
icie
s
Here is a sample report of recommendations
Report of recommendations
23
noitadnemmoceR elbisnopsersiohW enilemiT
diapwollaottnemetatsycilopegnahCsuoigileraevahtahtsyadilohyrotutats
yllacificepsnoitcennoclarutlucroyadirFdooGyaDgnixoByaDsamtsirhC
otyaDsraeYweNdnayadnoMretsaErosuoigilerhtiwdegnahcxeeb
toneratahtsetadtnatropmiyllarutlucsdradnatstnemyolpmeehtnideifitnedi
tca
ehtfoeettimmoCyciloPsrotceriDfodraoBrotceriDevitucexE
shtnom6nihtiW
neewtebeciffoehtesolctonoDdaetsnIsraeYweNdnasamtsirhC
tahtsyadretaolfsaesohtreffoyehtrevenehwekatnacseeyolpme
esoohc
ehtfoeettimmoCyciloPsrotceriDfodraoBrotceriDevitucexE
shtnom6nihtiWtxenehterofeb(
)erusolc
nitnemyolpmefoslevelehtllayfitnedItcartnocsahcusnoitazinagroeht
sruoh12nahtsselemit-trapsrekrowrofseifilauqhcaerehtehwyfitnedIcte
ffoemitdiap
ehtfoeettimmoCyciloPsrotceriDfodraoB
shtnom3nihtiW
hcussmretniatrecfosnoitinifedddAycilopehtotsyadilohyrotutatssa
oiratnOehtotecnereferekaMtahtnoitalugeRsdradnatStnemyolpmE
ycilopsihtstceffa
ehtfoeettimmoCyciloPsrotceriDfodraoB
shtnom3nihtiW
ycilopehtfoypocdrahatuotnirPseiciloprehtohtiwrednibanitituP
siohwenoyreveerehwrednibehtecalPdnatisseccanacycilopehtybdetceffa
tidaer
rotceriDevitucexEsreganaMmargorP
shtnom3nihtiW
emitynanisyadfoegnahcxeedulcnIswonkenoyrevetahtoserudecorpffo
odottahw
rotceriDevitucexEsreganaMmargorP
shtnom6nihtiW
Appendices
Part 3 Appendices
Appendix A Forms
Appendix B Sample Terms of Reference
Appendix C Sample Conflict Resolution Guidelines
Appendix D Sample Decision Making Chart
Appendix E Framework for policy development and review
Appendix F Glossary of Anti-Oppression Terms
Appendix G Focus Group Findings
Appendix H References
24
Appe
ndic
es
Appendix A Forms
bull Plan for policy reviewbull Work planbull How accessible is this policybull How does this policy affect different peoplebull Policy gaps and what we can dobull Report of recommendations
25
Appendices
Plan for policy review
26
etaD aerA weiverotseicilopfotsiL
1raeY
2raeY
3raeY
Appe
ndic
es
Work plan
otsdeentahWneppah
siohWelbisnopser
sksaT eniLemiT
27
Appendices
How accessible is this policy
seYsdeeN
krownoitnettAfosaerA
aniycilopehtsInoitacoleerf-reirrab
nielbaliavaycilopehtsIstamroftnereffid
tuobatnemmocetivniewoDtamrofeht
ninettirwycilopehtsIrofysaesitahtegaugnal
dnatsrednuotstneilctsom
ylisaeebycilopehtnaCrehtootdetalsnart
segaugnal
tiohwyasycilopehtseoDstceffa
siohwyastiseoDrofelbisnopser
tignitnemelpmi
suoiravtcelferycilopehtseoDseulavdnasfeileblarutluc
ehtnissecorpasierehtfIspetsehteraycilop
otelbatpadadnaelbixelfsecnereffidetadommocca
etivniycilopehtseoDkcabdeefevigotelpoep
tahwtuobastnemmocdnasyasti
28
Appe
ndic
es
How does this policy affect different people
snoitseuQ noitnettAfosaerA
neebycilopehtsahwoHdetnemelpmi
evahsecitcarpdnaserudecorptahWdetluser
ycilopsihtmorfstifenebohW
woH
tifenebtonseodohW
woH
otsreirrabehtyfitnediuoynaCeraepyttahWstcapmielbatiuqe
)ctelaicnanifdetalsigel(yeht
dnasnoitseuqstnemmoctahWsihttuobaevahelpoepodstnialpmocserudecorpdnasecitcarpehtroycilop
detaercsahycilopsihttaht
ecivresffatsehtodtahWrosrebmemytinummocsresu
ycilopsihttuobayassreetnulov
29
Appendices
Policy gaps and what we can do
seYsdeeN
krownoitnettAfosaerA
wohyasycilopehtseoDeblliwelpoeptnereffid
detceffa
lliwelpoeptahttimdatiseoDsyawtnereffidnidetceffaeb
hguoneelbixelfycilopehtsItnereffidehtotdnopserot
elpoeptahtsecneirepxedevilevah
elbixelftonsiycilopehtfIehttahwyastiseod
otodlliwnoitazinagrosihtegnahc
egnahcrofnalpehtseoDsenilemitedulcni
wohyasycilopehtseoDrotupnievignacelpoepehtwohtuobakcabdeef
mehtstceffaycilop
edulcniycilopehtseoDdnasmronlarutlucesrevid
seulav
yehteratahW
30
Appe
ndic
es
Report of recommendations
noitadnemmoceR siohWelbisnopser
enilemiT
31
Appendices
Appendix B Sample Terms of Reference ndash Policy Review Committee
PreambleINSERT YOUR ORGANIZATION NAME is committed to applying an integrated anti-oppression frame-work to all undertakings of the organization To that end the organization will ensure that all poli-cies will be regularly reviewed and updated to reflect an integrated anti-oppression perspective
MandateThe mandate of the Policy Review Committee is to review the policies listed below with the objectiveof providing the organization with feedback and recommendations as to how the policies can betterreflect an integrated anti-oppression analysis The committee may also recommend the deletion oraddition of policies in this process
Type of Committee
The Policy Review Committee is a short term project based committee composed of communitymembers from the service area of YOUR ORGANIZATION NAME and frontline staff managementvolunteers Board and people who have accessed our service
Composition
Members should self-identify in one or more of the following waysbull racialized or aboriginalbull people who have little or no decision making power in the organization including service usersbull members of a marginalized groupbull representative of the demographic of organizationrsquos community
Timeline
The committee will complete the said work in a period of not longer than INSERT DATE HERE (3months from the start date of the review)
Deliverables Recommendations Report
Scope
Committee members shall have access to the policies of the organization mission statement by-laws salary grids collective agreements board meeting minutes complaints received strategicplan and all other relevant documents with the exception of the followingbull personnel filesbull in-camera Board meeting minutesbull client filesbull private legal material
32
Appe
ndic
es
Appendix C Sample Conflict Resolution Guidelines ndash Policy ReviewCommittee
PrinciplesIt is in places of conflict that the potential for change exists Conflicting ideas beliefs and valueswill ensure a rich dialogue and essential learning opportunities for everyone Committee membersare charged with reminding themselves that the committee exists in the service of the organizationwith the ultimate goal of better serving the community Each person on the committee has theresponsibility to deal directly with each other and commit to engaging with each other as allies inthis work
The organization will endeavor to assemble the relevant material that will be useful in meeting theobjectives of the committee prior to the beginning of the project and will ensure that any relevantmaterials will be delivered to the committee as quickly as possible
The decisions and recommendations of the committee do not bind the organization into action TheBoard of Directors andor Executive Director of the organization will review the recommendations ofthe committee and ultimately decide what can be instituted
Budget and Additional Resources
The Policy Review Committee has a budget of $$$$$ The budget will cover the committee costs- member expenses childcare travel long distance calls honorarium- meeting expenses accessible meeting room refreshments conference calls- accessibility expenses ASL interpretation note taking attendant care- supplies photocopying office supplies
Staff resource- maintain minutes and discussion notes for the committee- retrieve documents that the committee requires- assist in organizing meetings and refreshments for meetings
Meetings
Meetings will be held at an accessible meeting space ndash onsite at the organization if possible
The committee is responsible to elect co-chairpersons during the first committee meetingThe responsibilities of the co-chairs in consultation with the whole committee are tobull organize meetingsbull develop the agendabull organize committee communicationbull keep committee members on taskbull organize the completion of the final reportbull maintain communication with the organization including updates requests concerns etc
33
Appendices
34
Remember that resolving conflict does not necessarily mean that a person will change their view-point or opinion A resolution of conflict implies that each party has had the opportunity to sharetheir perspective be heard have opportunity for discussion and then have closure
How we deal with our colleagues when we have a different opinion or viewpoint can either open usup to new learning or shut us down The following are some key points to keep in mind
i Recognize that conflict is a healthy part of communication if all parties understand theirresponsibilities in the process
ii Parties should approach the process with the idea of creating a learning environmentiii Parties should be prepared to listen to each other ndash that is really listen without interrupt-
ing or preparing your argument in your headiv If you are challenging a statement made by another person ndash it is important to state
concisely where you believe the problem lies and if it furthers the learning moment tostate the impact on yourself
v Do not belabor the point or make comments about the otherrsquos motivation for the state-ment (ie They are ignorant bigoted etc)
vi The person who has been challenged should take away the information to think aboutwhere their learning lies ndash the statement back to the challenger should include how youwill approach the information that was shared with you from the other person
vii If you do not agree with the challengerrsquos view ndash further dialogue may be necessaryviii State your own view and where you believe the problem liesix Each person is responsible to think critically about the otherrsquos view with a goal of finding
common ground andor compromise andor the decision to agree to disagree ndash which isallowing space for differing points of view
x It is important that both parties do not disengage from the process by complaining orexpressing dissatisfaction about the other person to other people ndash that kind of behaviorlowers the integrity of the process and the party who engages in it
xi Try to understand each otherrsquos perspective without judging the person or making assump-tions about each other
Co-chairs responsibilitiesbull reminding members of the guidelines of conflict resolutionbull arranging time in the agenda to address conflict in the groupbull mediating conversations between the parties in conflictbull negotiating resolutionbull If the conflict is in regards to making a decision The co-chairs should refer to the decision
making guidelines
The guidelines presented above should not be used in situation of discrimination and abuse Inthose situations the committee should follow the procedures in the organizations anti-discriminationor anti-harassment policies
Appe
ndic
es
35
snoitpO snosaeRstifeneBrof
snosaeRsmelborPtsniagA
puorGnoisiceD
rofsnosaeRnoisiceD
Appendix D Sample Decision Making Chart ndash Policy Review Committee
Appendices
36
App
endi
x E
Fra
mew
ork
for p
olic
y re
view
and
dev
elop
men
t
We
deve
lope
d th
is fr
amew
ork
duri
ng th
e fir
st p
hase
of t
his
proj
ect
Its
purp
ose
is to
hel
p or
gani
zatio
ns u
se a
n in
tegr
ated
ant
i-opp
ress
ion
fram
ewor
k ap
proa
ch w
hen
revi
ewin
g an
d de
velo
ping
pol
icie
s
NOITSE
UQ
EG
NELLAH
CES
NOPSE
R
esoprupeht
sitah
Wrodna
ycilopsiht
foerudecorp
erusneotyrassecen
siycilop
aneh
wwonk
ottluciffid
ebn ac
tIruoy
tahterusne
otdna
seicilopyna
moot
gnitaercton
erauoy
ehtgniyfitnedI
stnemetats
gnitcilfnocgnika
mton
e raseicilop
edivorpsalle
wsa
sllaftipeseht
diovapleh
nacesoprup
otyrassecen
eblliw
serudecorptah
wdna
wohot
sanoi tcerid
esoprupeht
teem
bull bull bull bull
ycilopeht
rofelanoitar
ehtedivorP
tnetniytiuqe
ehtyfitnedi
ylraelCseitilibisnopser
evitalsigelyfitnedI
)s(ycilopetairporppa
ehtot
serudecorpkniL
tifycilop
ehtseo
Dycnega
ehtnihti
wnoissi
metad nam
rodnatne
metatsseulav
fotne
metatssfeileb
dna
woH
dnaetadna
mrieht
eniltuotaht
stnemetats
evahseicnega
ynaM
roFetadna
meht
teemlli
wyeht
wohtuoba
sfeilebrieht
elpmaxe
nasi
nemo
wllatsniaga
ecneloivlladne
otelpmaxe
er usneneht
tsum
wolloftaht
seiciloPtne
metatsnoissi
ma
fotsniaga
ecneloivgnitauteprep
tonsi
noitazinagroeht
tahtnoisserppo
ronoisulcxe
fomrof
ehtni
nemo
w
bull bull bull bull bull
fotne
metatsstnemucod
tnavelerllaweiveR
ctetnemetats
noissimetadna
msfeilebeht
stroppusycilop
ehtfi
enimrete
Detadna
mnoissim
seitiugibma
ehtyfitnedI
seulaveht
htiw
st sartnocycilop
ehtfi
enimrete
Dnoitazinagro
ehtfo
ycilopeht
oteka
mnac
uoysegnahc
ehtyfitnedI
tievorp
miot
tifyc ilop
ehtseo
Deht
htiw
snoitazinagronoitisoplacitilop
wo
H
tahtnoitisop
nasitrapa
naem
tonseod
noitisoplacitilopA
ynamrehtaR
ytraplacitilopralucitrap
astroppus
seussiralucitrap
nosnoitisopdepoleved
evahsnoitazinagro
noitazinagrotsini
mefa
ebya
mnoitazinagro
ruoyelp
maxeroF
dluow
serudecorpdna
seicilopruoy
noitazinagrotsini
mefa
sAytiuqe
yapeikro
wemarf
ytilauqesna
mow
awollof
ctestifenebrevigeracyli
mafdednapxe
bull bull
snoitisoplanoitazinagroeht
ssucsiddna
yfitnedItub
nettirwnu
erataht
seussilaicosgnidrager
esohtfo
emoS
noitazinagroruoy
nihtiw
tsixeyap
msireetnulovsvrobal
diapedulcniya
mcteseussi
htlaehlatnemytiuqe
-tne
metatsfeileb
aot
snoitisopetairporppa
ddAtsixe
tonseod
enofi
enoetaerc
ro
Appe
ndic
es
37
NOITSE
UQ
EG
NELLAH
CES
NOPSE
R
teem
ycilopeht
seoD
sdradnatsmu
minim
noitalsigelrobal
fosthgir
namuh
ycavirpnoitalsigelrednufnoit alsigel
dnastne
meergalautcartnoc
rehtostne
meerga
mehtdeecxe
tiseo
D
lautcartnocdna
evitalsigeltee
mylraelc
dluohsseiciloP
nettirw
si)noitalsigel
ytiuqeneve(
noitalsigeLseitilibisnopser
ehtno
desabsi
tahtkro
wemarf
erutluctnani
moda
morfeht
tcetorpot
keesyehT
spuorgsuonego
mohfo
noitpmussa
elpoepfo
sthgireht
ecnavdatonelpoep
dezilanigram
fosthgir
dnoyebog
dluohsseicilopkro
wemarflanoitcesretni
naylppa
oTsdradnatsla
minim
bull bull bull bull
snoitazinagroeht
dnatsrednudna
weiveR
waleht
rednuseitilibisnopser
seitilibisnopserdnatsrednu
dnastcartnoc
weiveRstcartnoc
fos
mreteht
rednullaf
snoitatcepxemu
minim
ehtereh
wyfitnedI
sseccaot
tnemevorp
midna
tnemecnavda
fot rohs
ytiuqedna
lauqetroppus
nacnoitazinagro
ruoysya
wyfitnedI
ytinutroppo
sihtseod
woH
erudecorpycilopeht
tc apmi
snoitazinagrotegdub
fI
mehttne
melpmi
ottcap
miyrategdub
evahod
seicilopyna
Mot
elbissopmi
emoceblli
wycilop
ehtdezingocer
tonsi
sihttub
ycilopdab
asi
tiesuaceb
ton-
dedracsideb
dnawollof
rofdetnuocca
tonere
wnoitatne
melpmi
fostsoc
ehtesuaceb
bull bull bull bull
htiw
detaicossastsoc
ehtllayfitnedI
ycilopeht
fonoitatne
melpmi
ralugerfo
trapera
stsoceht
erehw
yfitnedIedulcni
dluow
reganam
foyralaSei
-ssenisub
noisivrepusffats
stsoclanoitiddayfitne dI
ylgnidroccategduB
otelbisnopser
sioh
Wsi
ycilopsiht
erusnedna
dootsrednudecrofne
elbisnopsersi
ohw
etatsylraelc
tsum
serudecorpdna
seiciloPhcaEssenevitceffe
gnitaulavedna
gnirotinomtuo
gniyrracrof
detatsylraelc
e bdluohs
elorsnosrep
bull bull
diapnudna
diapfo
selorsuoirav
ehtyfitnedI
noitazinagroeht
fosreb
mem
ehttuo
yrraclliw
ohw
srebme
meht
yfitnedIsreb
mem
ehtetaulave
dnaesivrepusserudecorp
ycilopeht
etaulavedna
weiveretaerc
Appendices
38
NOIT
SE
UQ
EG
NELL
AH
CE
SN
OP
SE
R
eht
sita
hW
rof
msina
hcem
lacitirctnial
pm
ockca
bdeef
tegtaht
stnemucod
gnivileb
dluohsserudecorp
dnaseiciloP
ottnatrop
misi
tieroferehT
sevorpmi
gninraelruo
saretteb
rokcabdeef
edivorpnac
detceffaesoht
wohetats
yl raelcro
elbaeganamnu
evitceffenievorp
yehtneh
wfinialp
mocevisserppo
bull bull bull
seifitnediylraelc
tahtycilop
stnialpmoc
aetaer
Csreb
mem
diapnudna
diaprof
ssecorpeht
srebme
mytinu
mmoc
dnastneilcsresu
ecivrestI
elbisseccas i
ssecorpstnialp
moceht
erusnEyllacisyhp
nacsklof
erehw
decalpeb
dluohselbissecca
tnereffidni
dereffodna
tissecca
nialpraelc
ninettir
web
osladluohs
tIsta
mrofelpoep
ybdessecca
ebnac
titaht
osegaugnal
slevelycaretil
suoir avhti
wycilop
ehtrof
kcabdeefrof
ssecorpeht
yfitnedI
weiver
eb
ycilo
pe
htlli
ww
oH
otdetaci
nu
mm
oce
blli
wo
hw
eso
ht ti
yb
detceffa
ehtyb
detceffeesoht
llaot
tnediveeb
dluohscorpseiciloP
tnatropmi
sinoitacinu
mmoc
fonalp
agnitaer
Cse
moctuobull bull bull bull bull bull
elbisnopsereb
lliw
ohw
elpoepeht
folla
yfitnedIeb
lliw
ohw
esohtdna
noitatnemelp
mirof
noitatnem elp
mieht
ybdetcap
misdnik
tnereffideht
sseccafo
stniopeht
yfitnedIyrassecen
sseccafo
sepytdna
noitatnemelp
mirof
elbisnopseresoht
llaerusnE
seitilibisnopserrieht
tuobaraelc
eraot
ycilopetacinu
mmoc
otnalp
ehtyfitnedI
s rebme
mytinu
mmoc
dnastneilcsresu
ecivresrehto
dnaegaugnal
ycaretilsserdd
Aseussi
ytilibisseccaseussi
eseh tsserdda
otnalp
aetaer
C
Appe
ndic
es
39
NOITSE
UQ
EG
NELLAH
CES
NOPSE
R
weivereht
sitah
Weludehcs
ehtodlli
woh
W
weiver
deweiver
ebdluohs
stnemucod
gnivilsa
serudecorpdna
seiciloPdluohs
ssecorpehT
tnemevorp
mirof
yltnetsisnocdna
ylralugernI
kcabdeefrof
ytinutroppoedivorp
otsa
oseludehcs
aedulcni
dnaseicilop
ehtyb
detceffaesohtlla
morftupni
tegot
redrotahtnesohc
rodetov
ebdluohs
sreweiver
fomaet
aserudecorp
sevitcepsrepfo
esabdaorb
atneserper
bull bull bull
roylraey-
seicilopfo
weiverrof
enile
mita
teSylraey-ib
ebdluohs
tahtspuorg
redlohekatseht
yfitnedIytisrevid
otnoitnetta
htiw
weivereht
nidevlovni
dnassenevitceffe
ehtssessa
otsloot
edivorPycilop
hcaefo
ytiuqe
ycilopsiht
seoD
egnellahclahcrairtap
laicosevisserppo
wo
Hs
mron
gnignellahcflesti
nisi
krowe
marfdetargetni
nagniylppA
neebevah
sufo
ynam
sareve
woHs
mronerutluc
tnanimod
morftrats
dluohse
wsdradnats
naciremA
htroN
ybdenoitidnoc
nide
marfeblli
wserudecorp
dnaseicilop
ruotaht
esimerp
ehtksa
otevah
ew
eroferehTsfeileb
dnaseulav
erutluctnani
modgnidlohpu
tonera
ew
erusnetaht
snoitseuqfo
seiresa
sevle sruonoisserppo
fos
metsysdehcnertne
bull bull bull bull bull bull bull
noisserppodna
yhcrairtapfo
seussieht
yfitnedIycilop
hcaeni
tnerehninihti
wseussi
esehtegnellahc
otwoh
ezigetartSnoitazinagro
ruoygnika
mnoisiced
ehtni
ycnerapsnarteht
weiveRsessecorp
seodtah
Weisevlesruoyrof
snoitseuqetaerC
noitazinagroruo
niekil
koolre
wopycilop
ehtmorf
stifeneboh
wyfitnedI
revore
wopa
dlohpuseicilop
hcihw
enimrete
Dkro
wemarf
emit-lluf
derihsteg
ohWei
-snoitseuq
ksAsi
erehW
denimreted
sihtsi
woH
emit-trap
senimreted
ohW
tegdubeht
nitneps
yenom
seitiroirp
Appendices
40
NOITSE
UQ
EG
NELLAH
CES
NOPSE
R
ehteblli
wtah
Wno
tcapmilaitnereffid
spuorgdezilanigra
m
dnatsrednuot
tnatropmi
sitI
emas
ehtnae
mton
seodlauqEyfitnedi
otspuorg
tnereffidno
seicilopfo
stcapmi
suoiraveht
foytilibissecca
troppusot
wohdna
eilsreirrab
ehtereh
wspuorg
suoiravrof
secivresdna
tnemyolp
me
bull bull bull bull
fos
mitcivera
ohw
elpoepfo
spuorgyfitnedI
noisserppoci
metsysspuorg
suoiravno
stcapmi
ehtyfitnedI
dnaytiuqe
ecnavdataht
stcapmi
hsiugnitsiD
tonod
tahtesoht
sseccaot
sreirrabegnahc
otsya
wezigetartS
ycilopehtlli
wwo
Hnoisserppo
egnellahcnoisserppo
cimetsys
rofseicilop
weiveR bullmsicar
bullaibohpo
mohmsixesoreteh
bullmsielba
bullmsiega
bullmsixes
bullmsirtneconhte
bullmsissalc
bullmsiti
mes-itnabull
msibarA-itnabull
noitanimircsid
suoigilerbull
msilainoloc
bull bull bull
tsrifnretse
wa
sahycilop
ehtfi
enimrete
D
weivdlro
wtuoba
noitpmussa
narof
ycilopeht
ssessAnoitautis
cimonoce-oicos
dnaegaugnalytilibafo
secnereferrof
egaugnaleht
weiveRsnoitp
mussasuoigilernoitazinoloc
Appe
ndic
es
Appendix F Glossary of Anti-Oppression Terms
Ableism Prejudice and discrimination against people living with mental emotional and physicaldisabilities or differences People living with disabilities experience this discrimination segrega-tion and isolation because of peoplersquos prejudices and institutional barriers not because of thedisability or difference itself Deaf Deafened and Hard of hearing people historically have experi-enced systemic ableist oppression as well
Anti-Semitism Discrimination or violence against Jews Judaism and the cultural intellectualand religious heritage of Jewish people The word Semite literally refers to ldquoany of the peoplessupposed to be descended from Shem son of Noah especially the Jews Arabs Assyrians andPhoeniciansrdquo However Anti-Semitism is mostly used to refer to prejudice discrimination andviolence directed at Jews
Class Economic and social groups People in the higher classes make decisions about theeconomy while other people work for wages or are kept out of the economy The things that markdifferences between classes include peoplersquos ability to meet their basic needs their level ofincome wealth and formal education and their connections with people and institutions thathave influence and power In the current economic structure rich people got their wealth bytaking advantage of people at the bottom and middle of the class structure
Classism Any practices and beliefs that judge and value people according to their social class orthe social class that other people assume they belong to Most workplaces use classist languagethat reflects and reinforces the social hierarchy For example they undervalue the work of sup-port staff and decisions do not include the knowledge and opinions of these workers
Colonialism When a foreign power dominates and exploits an indigenous group by taking theirland and resources and using them as cheap labor in order to make money It also means spe-cific era between the 1700s and 1900s when European countries expanded into the Americasand countries of the global South In Europe people justified these practices using racial doc-trines These ideas about hierarchies of race are still widespread Uncovering and challengingthe ideas and ongoing practices of colonialism are important parts of racial equity work
Culture The collective experience beliefs values knowledge economy and ways of life of agroup of people who share past or current experiences Culture changes constantly it is notstatic Every culture is shaped by the land and spaces people inhabit together Individual andgroup culture can also be shaped by language religion racialization gender experiences ofmigration and immigration social class political affiliation family influences age sexual orien-tation geographic origin ethnicity experiences of discrimination or lack of discrimination andexperiences fighting oppression
Disenfranchised Not having full rights as a citizen or not being able to fully participate as amember of the community
41
Appendices
Dominant Culture The beliefs values and judgments of groups with social power The dominantculture is created and maintained by people in the dominant social group People who do notbelong to the dominant group often believe that these values beliefs and judgments are trueinstead of seeing how they reflect the interests of people in power
Dominant group People whose social identity gives them power and privilege In most parts ofCanada dominant identities are White male English-speaking heterosexual able-bodied Chris-tian affluent and middle class thirty to sixty-five years of age university educated from centralCanada Many people have one or more dominant identities
Equity Peoplersquos rights as individuals or members of a group to an equitable share of theresources and influence in society Equity work analyses and challenges unfair systems andpractices and works towards creating outcomes and access that benefit people equally
Exploitation Taking unfair advantage of a person or a group for onersquos own gain or advantageExploitation can be systematic or individual
First Nations A term that reflects the process some Aboriginal peoples in Canada have used toname themselves The word ldquofirstrdquo recognizes the fact that Aboriginal peoples are the originalinhabitants of what is now called Canada The word ldquonationrdquo stresses the fact that Aboriginalpeoples are political collectives who had their own forms of government before Europeans beganto settle here Many First Nations peoples are fighting to re-establish that sovereigntybull The term also refers to a group of Aboriginal people who were previously called a ldquoBandrdquo by
the Department of Indian Affairsbull ldquoFirst Nationrdquo can also mean a group or several groups of Aboriginal people who have the
same ethno-cultural background
Gender identity Features that are tied to how an individual thinks of themselves as a man or awoman A personrsquos gender identity may not be the same as their biological sex
Gender roles The culturally specific behaviors and appearances constructed by a culture todefine what is expected of women and men The expectations of femininity and masculinity areimposed on individuals according to their biological sex
Harassment Persistent ongoing behavior conveying negative attitudes towards an individual orgroup to make them feel intimidated and humiliated Harassment is an exercise of power Itincludes any action that a person knows or should know is not welcome Harassment includesname-calling jokes slurs graffiti insults threats rudeness and crude gestures verbal or physi-cal abuse Human Rights Codes in most provinces prohibit harassment based on race religionsex ethnicity and the other prohibited grounds for discrimination
Heterosexism All practices that convey the message that heterosexuals are better than otherpeople including the assumption that everyone is or must be heterosexual It operates like otherforms of prejudice and discrimination giving privilege and rights to members of the dominantgroupndashheterosexualsndashand not to gay or lesbian people
42
Appe
ndic
es
Hierarchy A system that gives individuals or groups different positions and power People andgroups with a higher rank have more power resources and value than individuals or groups witha lower rank For example in a patriarchy men are given more value than women
Immigrants People who have arrived and settled in Canada in their lifetime Sometimes peopleuse the word incorrectly to refer to Canadian-born racialized people because they assume thatall racialized people were born elsewhere
Inclusive Making sure that all members of the community are represented or involved in allaspects of the community
Integrated Combining information and values from a variety of people and sources in order toget a fuller result that is more inclusive
Islamaphobia The systemic ways and individual practices of racism that target Arab people andhave particular impact on them Some examples include negative stereotyping of Muslim peopledepicting Islam as essentially violent and fundamentalist assuming that all Arabs are Muslimand all Muslims are Arabs
Landed immigrant Persons with legal status who are permanent residents of Canada ratherthan visitors refugee claimants temporary workers or citizens
Marginalization A process that keeps groups or individual from having access to all or part ofthe resources and activities of the community
Oppression When one social group takes advantage of another social group either knowinglyor unconsciously Oppression gives the dominant group privilege and marginalizes anddisenfranchises the subordinated group The dominant social group can use force or social insti-tutions and resources to achieve oppression After a time individual members of the dominantgroup do not need to do anything and unequal treatment becomes so much a part of the socialinstitutions and structures that it seems normal
People of colour Any person who is not White or Aboriginal This term was first adopted in theUnited States by racialized people who were trying to name themselves with a positive identityrather than as ldquonon-whitesrdquo ldquocolouredrdquo ldquoethnicsrdquo or ldquovisible minoritiesrdquo
Privilege Unearned power that gives members of the dominant group economic social andpolitical advantages Privilege also means rights that everyone should have but that are deniedto some people
Racism Any aspect of Canadian society that openly or subtly makes White people and Whitenessnormal and valuable while making racialized communities invisible or devaluing stereotypingand labeling people of colour as ldquoothersrdquo who are different or inferior
43
Appendices
Individual racism The beliefs attitudes and actions of individuals that support or maintainracism Individual racism can be conscious or unconscious It can be active or passive
Institutional racism The network of structures policies and practices in systems and institutionsthat give White people advantages and that discriminate oppress and disadvantage racializedpeople
RacializationRacialized Racial identities are not fixed categories They are shaped by historynationality gender class and identity politics Racial designations often differ from country tocountry The term racialization or racialized makes explicit the ways in which we are socialized todifferentiate groups of people on the basis of superficial physical characteristics where White isthe norm It emphasizes the active process of categorizing people while at the same time reject-ing ldquoracerdquo as a scientific category
Refugee Persons who have to flee their country because they have a ldquowell-foundedrdquo fear ofpersecution based on race religion nationality political opinion or membership in a particularsocial group
Religious discrimination Any institutional or individual practices that exclude and discriminateagainst a person because of their religion In Canada many workplaces do not provide equitablyfor all religions Recently the Supreme Court has ruled that employers must accommodate em-ployees whose religious observances are not recognized in the Christian-based statutory holidayssuch as Easter and Christmas Religious discrimination is often linked to other forms of discrimi-nation For example Irish Catholics were often marked by their class ethnic origins and lan-guage as well as their Catholicism Racialized Muslims often experience racism mixed withreligious discrimination
Sexism Systemic and individual practices that give men privilege make women subordinate andthat shame values identified with women
Social Location or Social Identity A personrsquos membership in a socially constructed groupThese groups are often identified according to superficial characteristics such as skin colourcountry of origin religious beliefs body form etc
Structural This approach to equity work believes that the thoughts and behaviors of the indi-vidual are created and guided by various social structures such as capitalism andor neo-liberal-ism and are therefore limited The focus for change is raising awareness of the limits and chal-lenging the structures
Systemic racism The conscious or unconscious policies procedures and practices that excludemarginalize and exploit racialized people Systemic racism is supported by institutional powerand by powerful ideas often unexamined ones which make racism look normal and justified Forexample institutions that do not have effective complaints procedures or performance appraisaland promotion processes that use equity competencies make it possible for individuals to beracist
44
Appe
ndic
es
45
Transgender person A person who is not comfortable with or who rejects some or all of thegender identity given to their biological sex This is an umbrella terms used to describe trans-sexuals transvestites or cross-dressers and intersex people
Transsexual Someone who has a very strong feeling that they are living in the wrong sex A maletranssexual needs to live as a woman and a female transsexual needs to live as a man Somebut not all transsexuals have surgery to reassign their sex Some have procedures to partiallyreassign their sex and some use hormone therapy A transsexual can be heterosexual homo-sexual or bisexualWhite Refers to people belonging to the dominant racial group enjoy skin privilege in NorthAmerica Australia New Zealand and anywhere European colonialism has created racial inequityThe term ldquoWhiterdquo is capitalized for different reasons than other racial designations ndash Aboriginaland Black The latter identities are claimed with pride in opposition to the names imposed bydominant White society One of the ways that racism operates is to leave the racial identity ofWhite people unidentified ldquoWhiterdquo is capitalized to interrupt the privilege of having Whitenessgo unnamed
White Supremacy A system based on assumption of the ldquorightness of Whitenessrdquo in whichpolitical economic and social systems result in White people having more privilege and powerthan racialized people
many of the terms in the glossary were adapted with permission from Dancing on Live Embers ChallengingRacism in Organization by Tina Lopes and Barb Thomas Toronto Between the Lines 2006
Appendices
Appendix G Focus Group Findings
The following points are the relevant themes that emerged from the focus groups The groups wereasked to answer the following questions
1 How well has your organization and the various sectors practiced an integrated approach to anti- oppression
bull overall feeling that most are doing pretty good workbull some feel frustrated that the policies etc are not fully put into practice by all staff at an
agencybull feeling that the work is silorsquod and separated ndash working on one oppression at a timebull that the work is framed from a white middle class perspectivebull the work is not happening fast or often enough ndash ie deaf woman services gaps and barriers
2 What are the effective practices in the various areas ie policies programming outreach training org development
bull be committed inventive constantly evolve vigilantbull open to change pushing for changebull inclusion at all levels of an organization working together on committees and groupsbull engage diversity responsive to different needs
3 Where are the challengesbull funding shortages piecemeal and targeted on specific groups onlybull lack of accountability lack of clear policies and proceduresbull lack of inclusivity and diversitybull lack of time to be together communicate etcworkloads of service providersbull silorsquod workbull systemic exclusion internal and societal institutions
4 Visions and suggestions for changebull core guidelines with key values ndash written down and put into practicebull accountability in staff and managementbull commitment from all levelsbull everyone open to challengebull look at themes not populationsbull community drivenbull training and toolsbull fully funded and supported by structures
5 Who would take up the facilitation of changebull not one personbull coalitionsbull community groupsbull all levels of organization including service users
46
Appe
ndic
es
Recommendation(s)
a Conduct a review of existing policies procedures and practices that organizations feel repre-sent their best efforts of an integrative anti-oppressive framework
b Working groups should be created to develop the most effective integrative policies andprograms The groups should include diverse members from different social locations com-munities and be representative of all levels of the organization including service users
c Organizations must support this work by allocating time personnel and resourcesd Organizations must demonstrate commitment to the work by reviewing all policies proce-
dures and programs through the lense of an integrative anti-oppressive frameworke A tool kit should include templates of policies and procedures to simplify the writing of work
done by the committeesworking groupf This work is not static and must be revisited regularly in order to incorporate new informa-
tiong Organizations should offer regular training and workshops on how to put an integrative anti-
oppression framework into practiceh Organizations must hold staff and volunteers accountable to adhering to agency practice by
offering training and supervision including key values in mandate and mission statementsand integrative anti-oppressive practices in personnel and volunteer policies
Focus group participants
The following organizations participated in focus groups in 2005-06 for the Integrative Anti-Oppression Project
Woman Abuse CouncilFCJ Refugee Centre519 Community CentreNelliersquosSpringtidersquos Women with Disabilities ProgramToronto Rape Crisis CentreMulticultural Women Against RapeCentral Neighbourhood HouseAccess Alliance Multicultural Community Health CentreA Commitment to Training and Employment for Women (ACTEW)Arab Community Centre of TorontoAssaulted Womenrsquos HelplineBarbara Schlifer Counselling ClinicBlack Creek Community Health CentreCentral Family IntakeErnestine Womenrsquos ShelterFamily Services AssociationFlemingdon Neighborhood ServicesKorean Canadian Womenrsquos Association
47
Appendices
Macaulay Child Development CentreSt Christopherrsquos HouseSt Joseph Womenrsquos Health CentreSt Michael HospitalStonegate Community Health CentreUrban Alliance on Race RelationsWomenrsquos Counselling Referral and Education CentreYorktown ShelterYWCA
48
Appendix H References
Dancing on Live Embers Challenging Racism in Organizations Tina Lopes and Barb Thomas Be-tween the Lines Toronto 2006
Campbell C (2003) Anti-oppressive social work Promoting equity and Social Justice Editor DrCarolyn Campbell Halifax Nova Scotia Dalhousie UniversityRetrieved Jan 22 2008httpaoswsocialworkdalcawhatisaoswhtml
Roundtable on Anti-Oppression Politics in Anti-Capitalist Movements Edited by Sharmeen Khan ndashparticipants in the roundtable Kirat Kaur Junie Deacutesil Gary KinsmanRetrieved Jan 22 2008httpuppingtheantiorgnode1380
Williams C (2003) ldquoSeeking Cultural Competence What Is It How Do You Develop It and How DoYou Know When Yoursquove Got Itrdquo In WShera (Ed) Emerging Perspectives on Anti-Oppressive Practice(pp 265 - 278) Toronto Canadian Scholarsrsquo Press Inc
- Front Page1-1
- ManualModEN2
- ManualModEN3
- ManualModENCon
-
Table of Contents
Part 1 Introdu on 1
Why do we need to look at policies 1
Aim of this toolkit 1
What community can do to challenge social inequality 2
Who should take the lead 2
The goal of this toolkit 3
History of this project 3
What is integrated an -shy‐oppression 4
Principles of integrated ession 4
How is it erent from other approaches to equity 5
Barriers and challenges to integrated ression 6
Part 2 Applying integrated ression to policies 9
The steps in integrated policy 9
Step 1 Set a schedule for iewing policies 10
Step 2 Create a work plan 11
Step 3 Set up a Policy R iew Comm ee 12
Step 4 R iew the org rsquos policies 14
How accessible are your policies 15
How do our policies ect erent people 17
What are the gaps in policy and what can we do to make changes 19
Step 5 Make recommenda ons 21
Part 3 Appendices 24
Appendix A Forms 25
Plan for policy 26
Work plan 27
How accessible is this policy 28
How does this policy ect erent people 29
Policy gaps and what we can do 30
Report of recommend ons 31
Appendix B Sample Terms of Reference ndash Policy Re w Commi ee 32
Appendix C Sample Guidelines ndash Policy 33
Appendix D Sampel Decision Making Chart 35
Appendix E Framework for policy iew and d lopment 36
Appendix F Glossary of An ression Terms 41
Appendix G Focus Group Findings 46
Focus group 47
Appendix H References 48
Intr
oduc
tion
Part 1 Introduction
Why do we need to look at policies
Consider the following situation
At first glance this arrangement seems to benefit the staff of this organization After all whowouldnrsquot like extra paid time off in the year The answer is that we would all like extra days off withpay However there are several equity issues raised in this scenario
Aim of this toolkitThe aim of this tool kit is to help organizations review and consider changes to policies such as theseto make sure that they are equitable for all employees and members and for their community
The suggestions and checklists in this guide are designed to help foster discussions that will allowus to apply an anti-oppression analysis to our current policies and to the policies that we create inthe future The questions in the checklists are offered as a place to start but please note that manyother questions should arise throughout the discussion
Back to the scenario What are the equity issues it raises To apply an anti-oppression analysisbegin the discussion by asking two questions
bull Who benefits from this policy
bull Who does not benefit from this policy Or benefits differently
The answers will identify what parts of the policy are not equitable The next stage of the work isdiscussion that focuses on ideas for change looks at the possibilities for change and makes somerecommendations about what the organization could do In effect these are the main steps in thework of applying integrated anti-oppression to an organizationrsquos policies
Three statutory holidays occur in a one-week periodChristmas Day Boxing Day and New Yearrsquos DayThinking that the office is quiet and staff wouldprobably like the time off the Board and ExecutiveDirector decide to create a policy that closes the officefor the week between Christmas and New Year Theyare pleased to think that this gives employees a fewextra days of paid time off
1
IntroductionIntroduction
This toolkit provides a practical tool that allows organizations to apply integrated anti-oppressionpractice to their policies It is for Executive Directors Program Managers Boards of Directors andothers who are responsible for reviewing and updating policies in community service organizationsWe hope it will support individuals who have completed general anti-oppression training and who
want to put their learning into practice
What community organizations can do to challenge social inequality
Social inequality is embedded in our individual values and beliefs and the systems and institutionswe create reflect these inequalities Therefore change must begin with individuals transformingourselves We can do this by challenging our perceptions and assumptions critically analyzing whatwe ldquoknowrdquo and recognizing power in interpersonal relationships However anti-oppression workcannot end there For any real change to happen we must also work to restructure systems andinstitutions
Community service organizations can be at the forefront of anti-oppression work They mostly workwith people who are disenfranchised diminished and marginalized and often the workers come fromthe community they serve The workersrsquo strength and knowledge come from their lived experience ofbeing marginalized
Community service organizations can challenge social inequality in vital ways Their guidelines andprinciples of engagement are innovative and radical because they believe in what they are doingThey try to provide services in ways that promote dignity respect and empowerment
Every organizationrsquos mission statement or mandate states the agencyrsquos vision These statementsare lofty goals Their purpose is to keep the organization grounded in a common purpose and reasonfor being Policies exist to tell people how to enact the mission and mandate They provide guide-lines for action From policies come the procedures which give people instructions about what to doDeveloping and reviewing policies is a vital process that can help community service organizationsconsistently apply their anti-oppression practice
No matter what approach we take to challenging social inequality change takes time There is noquick and easy way to do this work
Who should take the leadTo do integrated anti-oppression work organizations should first understand all the ways in whichindividuals hold power and how they use their power Begin by asking yourself ldquoIn our organizationwhich people make the decisions that affect other peoplersquos access to resourcesrdquo Most oftenthe answer is ldquoThose who hold interpersonal and systemic positions of power in the organizationrdquoThe lived experiences of those individuals are most often reflected in the policies and practices ofthe organization Policies whether societal or institutional are created from social norms they canreinforce hierarchies and can keep people from being involved Policies that have integrated anti-oppression practices can create inclusion connection and shared vision
2
Intr
oduc
tion
It is important to acknowledge that there are contradictions inherent in attempting to apply an inte-grated anti-oppression framework to policies in a hierarchical structure A hierarchal organizationcannot function within an anti-oppression framework unless its leaders show that they are commit-ted to this approach
Executive Directors and Boards of Directors are in positions of power They set the agencyrsquos direc-tion They have the authority to create an inclusive environment and to make sure that anti-oppres-sion practice is the norm For example Executive Directors need to examine how power is held andactualized both personally and structurally They also need to identify how classism racism sexismableism and other forms of oppression may be manifesting through their position and other positionsof power in the organization
To support integrated anti-oppression work board members and Executive Directors must allocatefunds and staff time to develop programs and practices that will make sure that knowledge aboutdifference diversity and oppression are directing the work They need to make policy review apriority for the organization and allocate funds and staff time for this work
The goal of this toolkit
We hope that this toolkit will help community service organizations become better able to reflect thevalues beliefs and life experiences of everyone in their community In this way they will becomeplaces rich with diversity and difference where everyone works to challenge and dismantle all formsof oppression
History of this projectIn 2005 Springtide Resources (formerly known as Education Wife Assault) started a project to createtools that would help us continue to integrate anti-oppression work in our agency Integrated anti-oppression is not a new concept However many of us felt it was challenging to pull together whatwe had learned over the years to apply it in our organization and to make sure that we applied anti-oppression practice in all our work
The project funded by the City of Toronto involved a series of focus groups Participants includedvarious members of Springtide Resources and other agencies in our social change network Thepeople who participated identified the issues that both individuals and organizations face whentrying to apply anti-oppression in their day-to-day work
As we reviewed the focus group discussions and policies from various organizations it became clearthat organizations have developed some great policies and practices over the years that help createinclusive spaces At the same time we are still challenged by how to consistently integrate anti-oppression practice in all aspects of our work To address this concern we created a framework thatorganizations can use to develop policies with an integrated anti-oppression analysis This frame-work is included as Appendix E
Another thing we learned was that organizations needed a practical tool that would allow them toapply anti-oppression practice to their policies This was especially important to community service
3
IntroductionIntroduction
What is integrated anti-oppression
The term lsquoanti-oppressionrsquo reflects a number of different approaches to the work of addressing thesocial and institutional inequalities that are constructed in our society In North America the theoriesand concepts of anti-oppression grew out of the social justice movements of the 1960rsquos Disenfran-chised groups who were opposing the status quo also began to challenge each other to recognizethat different people within these groups experience different levels of oppression
Anti-oppression approaches to inequality include feminism anti-racism as well as structural andcritical approaches Often anti-oppression work can focus on a single issue perspective or way ofbeing marginalized For example a group may want to address gaylesbianbisexualtranssexualqueer (GLBTQ) rights or womenrsquos rights
Using an integrated anti-oppression model people work together to rebuild existing systems so thateveryone shares the benefits and opportunities of the system Integrated anti-oppression looks at allthe ways people can experience oppression and marginalization and how those social locationsintersect This approach recognizes that individual contexts are different and that peoplersquos livedrealities are complex It is integrated because it asks us to combine information and values from arange of people and sources in order to get a fuller more inclusive result
Integrated anti-oppression requires that people examine their own experiences and actions andcritically analyze social structures of power and privilege It insists that the dominant group recog-nize the power of its own social location(s) and how that power results in societal privilege andbenefit to the exclusion of marginalized people
This approach encourages us not to make assumptions about group identity It emphasizes thatpeople who share a group identity may or may not have similar characteristics and lived experiencesIntegrated anti-oppression reminds us to unlearn what we thought we knew and to think of and workwith people as individuals
Principles of integrated anti-oppressionThe following are principles that guide the integrated anti-oppression model
bull Society operates within a socially constructed hierarchy of difference where somepeople are valued and privileged and others are marginalized and exploited Forexample people living with a disability are devalued by society and their contribu-tion to society is not recognized solely because of their disability
bull People do not belong to just one category or social location Our identities arecomplex and multiple fluid rather than fixed As a result we can be both victims
4
organizations since they are extremely busy doing the work and do not have time to develop theirown materials Hoping to assist these organizations Springtide Resources applied for funding to dothis work The United Way of Toronto granted funding for Phase II of the project in 2007 This toolkitis the result of that project
Intr
oduc
tion
and perpetrators of oppression We often re-create the relations of social powerand control that also oppress us For example one may experience oppressionbecause of female gender but at the same time experience white skin privilege
bull The ideas thoughts and beliefs of people who ldquobelongrdquo to groups that are higheston the social hierarchy create ldquodominant culturerdquo Dominant culture becomes thestandard or norm by which everyone is compared For example in Canada thedominant culture norm of womenrsquos clothing does not include wearing the hijabas a result wearing the hijab is considered unusual and abnormal
bull People who are members of privileged groups have the power to control access toresources and information This perpetuates the cycle of power and oppression forpeople who are not members of these groups People who are marginalized andexploited experience limited access to the power to shape their own past presentand future For example Canadian history has been written from the perspectiveof white skinned European descent colonialists This historical perspective isperpetuated through dominant education institutions as the only true view ofhistory
bull Not everyone from the same social group has the same experiences becausepeople have many different lived experiences When people have multiplymarginalized identities they do not merely face extra barriers their lived experi-ence is entirely different
bull Integrated anti-oppression work requires that individuals accept responsibility fortheir role in perpetrating oppression both interpersonally and systemically Tobring about change individuals and systems must be changed
How is it different from other approaches to equityA formal equality approach generally means that the rules are the same for everyone and nobodygets special considerations or favors A formal equality approach assumes that if the same rule isapplied to everyone it will produce equal results This approach is flawed because it does notrecognize differential impacts and circumstances It renders social discrimination and oppressioninvisible by insisting it either does not exist or does not matter
Cultural competence is an anti-oppression practice that encourages people to work across culturalvariations It asks individuals and organizations to focus on understanding the characteristics andneeds of ldquodiverse groupsrdquo Cultural competence encourages people to include diverse groups inexisting frameworks
This approach is limited because the dominant grouprsquos culture is accepted as the norm and diversityis identified as anything outside of those norms Often with cultural competence the dominantgroup does not critically examine its power and privilege This approach also reinforces identitypolitics and divisions between groups that are based on superficial characteristics and social mark-ers
5
IntroductionIntroduction
Another approach is substantive equality or equity which recognizes that the same rules applied toeveryone will not produce equal results because of different circumstances and socialdiscriminations at present and in the past Sometimes substantive equality tries to remedy theeffects of past discrimination by providing additional supports to those who have historically beenmarginalized Integrated anti-oppression is comparable to the substantive equality approach
Barriers and challenges to integrated anti-oppression
Working from an integrated anti-oppression framework is not easy for a variety of reasons It isimportant to acknowledge this and find ways to continue the work Here are some of the most com-mon barriers and challenges and how you can address each one
Not enough timeIn social service agencies there is always more work and limited funding In some casesorganizations have had to reduce their number of staff or number of programs Communityservice organizations have been seeing higher demands for services from people who seemto have greater and greater needs
Anti-oppression work is often thought of as work that can wait as an administrative functionrather than work that requires our full and urgent attention But policies that do not reflectintegrated anti-oppression analysis are not effective for many people This can lead to confu-sion and make it hard for organizations to proactively respond to the needs of clients volun-teers staff and communities
When we create policies using an integrated anti-oppression analysis programming willbecome more meaningful and thereby more effective This approach also helps us learn newways of doing things When the work is shared and delegated differently we can discovernew efficiencies
Not enough money to implement policy changesImplementing real change will cost money and agency budgets are already stretched thinRemember that not making changes will affect everyone in the organization The people whowill feel the pinch the least are those who have the power to make decisions about thebudget
Most organizations cannot afford to make radical changes all at once to their frameworks andprograms As with any structural change organizations need to create a plan to phase inchange The plan should include clear timelines name who is accountable and allocate fundsfrom the budget The plan should also include priorities a risk and benefit analysis of whatyou hope to achieve and steps to meet your goals
Not understanding what lsquointegrated anti-oppressionrsquo means and how to put it into practiceThere is little information and few resources about applying an integrated anti-oppressionframework Much that has been written has focused on theory more than on how to use the
6
Intr
oduc
tion
7
framework This is challenging for organizations that are inundated with direct servicedemands and have no time to develop their own materials As this work becomes morewidespread it is certain to generate more practical tools for busy agencies
Feeling overwhelmed by how broad the work isMany people doing this kind of policy work for the first time say that not having an inte-grated analysis of oppression makes it hard to change policies Organizations struggle withcompartmentalizing issues of oppression and marginalization for example we may addressracism but we donrsquot connect it to disability issues and recognize how racism impactsracialized people living with a disability Changing policies can quickly become overwhelm-ing if an organization is trying to have a different policy for each marginalized group
Integrated anti-oppression looks at how we can experience systemic oppression and per-petuate oppression at the same time in the same moment This is why the work is ongoingndash no one is an expert Being forgiving of one another can help foster an environment ofchange and learning You can do this by being open to other peoplersquos mistakes and over-sights and by noticing your own Remember that mistakes are opportunities to learn anddevelop
Being afraid of change or of losing position status privilegeWe can all expect to feel uncomfortable with change and to be afraid of losing what wehave Our society fosters feelings of instability and insecurity and encourages people to beafraid of losing what they have gained Historically marginalized groups have not had ac-cess to positions of power to the ability to make decisions or even to stable permanentfull-time positions
Systems of oppression allow some people to have success and achievement at the expenseof other people It does not have to be that way An integrated anti-oppression frameworkallows us to find ways to share access and power equally
Being afraid of not being able to accommodate everyone or of making a mistakeWhen people are afraid they can freeze and not take any action Of course everyone willmake mistakes No organizationrsquos policies are perfect examples of integrated anti-oppres-sion Nobody even knows what fully integrated anti-oppression looks like
Approach this work with honesty and integrity Build a system that allows people to ac-knowledge their limitations errors and shortcomings This will allow real change to happenConfidence will grow as knowledge and insight grow Stay committed to the work
Not having the willWorking with an integrated anti-oppression framework requires time effort commitmentand funds It asks us to be vulnerable enough to hear how we as individuals and organiza-tions oppress others in spite of our intentions Integrated anti-oppression involves workingthrough conflict and struggle This is a lot to ask But it is possible
IntroductionIntroduction
8
If we procrastinate make excuses and constantly avoid the work others may come to be-lieve that we are not committed to the work If you believe that this work is important takerisks and begin
Not having the formal power to make changesIf you do not have much formal power in the organization it will be difficult for you to be anagent of change However you can still do important work Social justice work is best donein groups Find allies and build a support network Together apply pressure to people whohave the power to change things They will find it hard to ignore a growing group of peopleIt is easier for them to disregard a single voice
Not being supported by others or doing the work aloneIt is very difficult to be the agent of change when you have little or no support from peersand colleagues If you are in this situation try to find ways for others to join the struggleEveryone will experience oppression at some point in their lives By helping them to see thatthis may make it possible for them to discover why equity is important Finding commonground is a good place to start
Everyone involved is at a different level of understandingEveryone is always at a different place in their learning People who have been anti-oppres-sion activists for years can share insights resources and information with others who arejust beginning to think about these issues Be compassionate Gently challenge yourself tokeep deepening your understanding and to help others do the same Approach everyone as apotential ally
Appl
ying
Inte
grat
ed A
nti-o
ppre
ssio
n To
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icie
s
Part 2 Applying integrated anti-oppression to policies
The five steps in integrated anti-oppression policy review
Developing and revising policies can be a huge administrative task that costs a lot of money As aresult policies in community service organizations tend to stay the same for years This is a problemPolicies set out how the organization works and must be revised regularly as information changesand our knowledge grows We hope that our five-step process will make it easier to plan for andinclude integrated anti-oppression in your policy review process The five steps are
1 Set a schedule for reviewing policies
2 Create a work plan
3 Set up a Policy Review Committee
4 Review the organizationrsquos policies
5 Make recommendations
The sections below explain more about each step Appendix A includes blank copies of the forms youcan use at each step in the process
9
Applying Integrated Anti-oppression To Policies
Step 1 Set a schedule for reviewing policies
Every organization should regularly include policy review in its work plan A policy review schedulecan make sure that all of the organizationrsquos policies are examined every two or three years
The schedule should include all of your policies and say which policies will be reviewed each yearBy rotating which policies are reviewed the organizationrsquos policies will become living documentsthat change and grow as knowledge increases
Consider how many policies a committee can review in a six to eight week period Build your sched-ule to reflect the size of your organization and the number of policies you need to review
Here is a sample schedule for a small organization
Use the chart on page 26 (Appendix A) to create your policy review plan
10
etaD aerA weiverotseicilopfotsiL
1raeY lennosreP gniriHgniriF
stifeneBeeyolpmEseiciloplennosreprehtO
2raeY lanoitarepO gnimmargorPtseretnIfotcilfnoC
erusolcsid-noNytilaitnedifnoCseiciloplanoitareporehtO
3raeY srotceriDfodraoB tnemtiurceRdraoBseettimmoC
laicnaniFseicilopdraoBrehtO
Appl
ying
Inte
grat
ed A
nti-o
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n To
Pol
icie
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Step 2 Create a work plan
Once you have a policy review schedule create a work-plan for the policy review process Make sureto allow enough time for a successful and meaningful review
To help create this work plan we suggest using the Framework for Policy Review and Developmentincluded as Appendix E Here is a sample of a basic work plan
Use the chart on page 27 (Appendix A) to create your workplan Use the Framework on pages 36 to40 (Appendix E) to help you develop the work plan
otsdeentahWneppah
siohWelbisnopser
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etivniotrettelaetirWsrebmemytinummoc
dnasresuecivrestiurcerffats
1beF-retteL
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-sweivretnIskeew2
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ctesegnahcrof
52enuJ
11
Applying Integrated Anti-oppression To Policies
Step 3 Set up a Policy Review Committee
Often people think that committees are a cumbersome and time-consuming way to work Howeverworking with a diverse group is the best way to build integrated anti-oppression into the organiza-tionrsquos policies
You will need to decide the size of your policy review committee It should be large enough to includea variety of perspectives but not so large that it will be difficult to complete its work in the time setfor the process Remember to think about how many people the budget can accommodate and whoshould be represented
Committee members will have access to sensitive and confidential material For this reason theymust agree to confidentiality and sign a letter that outlines this agreement
Inviting members to joinInvite or recruit members from the community and from within the organization You should
bull use accessible language and formats in your invitationbull invite people to join well before the committee starts its work andbull give people clear information about what you expect from the committee what their
responsibilities will be and how much time the committees work will take
Who should be on the committeeMake sure that the committee reflects diverse identities and has representation from people whodo not traditionally have decision making power
bull the majority of the committee should identify as racialized or aboriginalbull the majority of the committee should be people who have no or little decision-making
power in the organizationbull all committee members should identify part of their social location as a member of a
marginalized group andbull as a whole the committee should represent the demographic of people who use the
organizationrsquos service
Make sure that your committee includes representation from people who will be impacted by thepolicy such as
bull community members including service usersbull Volunteersbull Frontline staffbull Managementbull Board
People who sit on behalf of the Board of Directors and management must be able to make decisionsand speak on behalf of the decision-makers they represent Make sure they are clear about whatprocess they should use to check in and communicate with the board or management
Supporting the committeeThe organization must fully fund the participation of all committee members This includes moneyfor transportation child care interpretation accessible space and attendant care An honorariumshould be given to committee members who are community members
12
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ying
Inte
grat
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icie
s
Ideally the organization shouldbull Provide financial support to everyone without stigmatizing those members who are
poor or who identify as marginalized socio-economically In addition the organizationmust work with members who receive social assistance to make sure that they arenot penalized for any financial support they get for doing this work Perhaps one ofthe first policies the committee could review is the Honorarium policy or the policiesabout Committee Membership
bull Supply a resource person to the committee Their role is toi keep notes of the meetingsii make notes about recommendations for how policies should be revisediii research legislative benchmarks human rights provisions employment
standards and any other matters as needediv create information packages for committee members that include relevant
internal documents such as complaints salary and benefit grids and collec-tive agreements
v report back to the organization on the committeersquos progress or on issues thatneed broader discussion
If this person is a staff person with other responsibilities they should be given timeto work on this process Committee work should not be added on to their otherduties and squeezed in when possible Allocating staff time for this work is one wayto make sure it has priority within the organization
bull Develop terms of reference for the committee It should include a statement of thecommitteersquos mandate The terms of reference should include details of the scopeand boundaries of the work the timelines and the responsibilities of the committeeas a whole and of the facilitators (See Appendix B for sample terms of reference)
bull Ensure all committee members have a copy of the organizationrsquos anti-discriminationandor anti-harassment policy In addition consider developing some guidelines forconflict resolution (see Appendix C for a sample of conflict resolution guidelines )
bull Develop an agenda for the meetings For the first meeting the agenda should in-clude
i choosing a facilitator and co-facilitatorii reviewing the terms of referenceiii introduction to the process and each otheriv schedule of meetingsv introduction to the package of materialsvi expectations and role of the committeevii discussion about the power differences between committee members and how the committee should be mindful of this while making decisionsviii guidelines for decision making (see Appendix D for a sample of a decision making chart)
Ask the committee members to provide feedback on their experiences working on this projectafter they go through the whole policy review process This will support the organization toidentify and alleviate barriers and improve the process for the next round
13
Applying Integrated Anti-oppression To Policies
Step 4 Review the organizationrsquos policies
Once the committee is ready to begin work it should review each policy We have developed ques-tionnaires to help facilitate discussion of the three vital questions at this stage of the processnamely
bull how accessible is the policybull how are different people affected by the policybull how can the policies be changed to truly include everyone
Blank copies of these questionnaires are included in Appendix A
To help you understand how to use these tools we have included questionnaires that have beencompleted in response to the following policy provided by Springtide Resources Please note thatthis is an old version of one of our policies Springtide Resources has recently used the integratedanti-oppression framework to update all of its policies
Sample policy ndash PAID HOLIDAYS(from Education Wife Assault (EWA)ndash the name for Springtide Resources before 2006)
EWA staff will be paid for ten statutory holidaysNew Yearrsquos Day Canada day Thanksgiving Day BoxingDay Good Friday Christmas Day Labor Day Victoria DayEaster Monday Civic Holiday
A religious holiday of the employeersquos choice may be substituted forEaster Monday
Permanent part-time staff who work 21 hours a week are entitled to allstatutory holidays
Building Closure
When the EWA offices are closed between Christmas and New Yearrsquosemployees will be paid for these days
14
Appl
ying
Inte
grat
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n To
Pol
icie
s
How accessible are your policiesThe questions in this section are designed to help you think about whether the policy documents areaccessible ldquoAccessiblerdquo includes where the policy is physically located its format and how mean-ingful the policy is The best policies will be representative and make sense to a variety of users
To make policies accessible you should aim toKeep the policies in a place where anyone who wants to read them can access themwithout barriersMake sure that the policies can be and are translated into different and appropriatelanguage and cultural interpretations as well as physical formatsUse language that is clear and direct rather than full of jargonUse wording that makes the policy intentions easy to understandHave a clear statement about who the policy applies to and who is responsible forputting it into practiceBeing flexible in the policy to allow for different cultural beliefs and values unlessthere are legal reasons to limit your flexibility
Questions for discussionTo check your policies for accessibility use these questions in your discussion
1 Is the policy in a barrier-free location
2 Is the policy available in different formats Do we invite comment about the format
3 Is the policy written in language that is easy for most clients and all staff to understand Lookfor jargon that only makes sense to workers in your organization but is not recognized by others
4 Can the policy be easily translated to other languages
5 Does the policy say who it affects Does it say who is responsible for implementing it
6 Does the policy reflect various cultural beliefs and values This question can lead to a toughdiscussion about cultural beliefs and values that may undermine social equity There are nofast and easy answers but again the policies should be living documents that change and adaptto our new information and knowledge about difference
7 If there is a process in the policy are the steps flexible and adaptable to accommodate differ-ences
8 Does the policy invite people to give feedback and comments about what it says
Record your decisions on the form ldquoHow accessible is this policyrdquo This form is on page 28 (AppendixA)
15
Applying Integrated Anti-oppression To Policies
Here is how we used our questionnaire to assess our policy about Paid Holidays
How accessible is this policy
16
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X ehtnoyllacinortceleelbaliavaylnOrevres
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ehttuobatnemmocetivniewoDtamrof
X
X
ffodetnirpnehw-tnirpnielbaliavaylnOrevreseht
enoynamorfkcabdeefdeticilostnevaH
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ylisaeebycilopehtnaCsegaugnalrehtootdetalsnart
X
tiohwyasycilopehtseoDstceffa
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X seeyolpmednaffatsemit-trapseifitnedIrofelbisnopsersiohwyfitneditonseoD
noitatnemelpmieraffatsrehtowohyfitneditonseoD
detceffa
suoiravtcelferycilopehtseoDseulavdnasfeileblarutluc
X emitdiaptegelpoepdnadesolcsieciffOsyadilohnaitsirhCrofffo
rosnoitarbeleclarutlucsyadilohrehtOdenoitnemtoneraslautir
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etadommoccaotelbatpadasecnereffid
X dewollasinoitutitsbusenO
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syastitahwtuoba
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wohyfitnedirokcabdeefticilostonseoDsmelborpehtsserddaot
Appl
ying
Inte
grat
ed A
nti-o
ppre
ssio
n To
Pol
icie
s
How do our policies affect different peopleThe questions in this section are designed to facilitate discussion about the impacts of policies ondiverse lived experiences Some questions can be answered with yes or no responses and othersrequire more information The term ldquoimpactrdquo in this context is used in a broad sense to refer to bothbenefits and restrictions
To consider how people are affected you should aim for a policy thataffects people equitablyincorporates values that are of similar importance for people with different livedexperiencessays what it does not do and outlines steps to changewas created with input from the range of people who are affected by it
Questions for discussionTo check how your policies affect different people use these questions in your discussion
1 How has the policy been implemented What procedures and practices have resulted
2 Who benefits from this policy How
3 Who does not benefit How
4 What are the barriers to equitable impacts What are the kinds of barriers (legislated finan-cial etc)
Record your decisions on the form ldquoHow does this policy affect different peoplerdquo This form is onpage 29 (Appendix A)
17
Applying Integrated Anti-oppression To Policies
Here is how we used this questionnaire to assess our policy about Paid Holidays
How does this policy affect different people
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18
Appl
ying
Inte
grat
ed A
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ssio
n To
Pol
icie
s
What are the gaps in policy and what can we do to make changesThe questions in this section are exploratory to help begin discussions to identify gaps and generateideas for change Use a flipchart with the questions as headers This will allow everyone to contrib-ute and build on the information and ideas
Questions for discussion
1 Does the policy recognize and identify how different people will be affected
2 Is the policy flexible enough to respond to the different lived experience that people have
3 If the policy is not flexible does it say what the organization will do to change this Does theplan for change include timelines
4 Does the policy say how people can give input or feedback about how the policy affectsthem What comments questions and complaints do people have about this policy or thepractices and procedures that this policy has created
5 Does the policy include diverse cultural norms and values What are they
Record your decisions on the form ldquoPolicy gaps and what we can dordquo This form is on page 30 (Ap-pendix A)
19
Applying Integrated Anti-oppression To Policies
Here is how we used this questionnaire to assess our policy about Paid Holidays
Policy gaps and what we can do
20
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sihtegnahcot
edulcniegnahcrofnalpehtseoDsenilemit
X
X
oN
oN
elpoepwohyasycilopehtseoDtuobakcabdeefrotupnievignac
mehtstceffaycilopehtwoh
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yehteratahW
X ssalcfonoitingoceremossierehTotsrekrowemittraprof-seussi
emostifenebyadilohsuoigilerenosierehT
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Appl
ying
Inte
grat
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n To
Pol
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s
Step 5 Make recommendations
Once the committee has assessed the policies it must create a report that outlines its recommenda-tions The report should summarize how each policy could be improved To come up with recommen-dations for improving each policy the committee can review comments from the questionnaires
The main question in this step of the process is What would improve this policy so that it inte-grates anti-oppressive practice Use flipchart paper to record ideas This allows committee mem-bers to share information and build upon each otherrsquos ideas
Facilitate the discussionThere will be different perspectives and ideas about what changes will benefit people and how toaccomplish these changes Because of this there is potential for conflict Here are some hints tohelp make sure that this discussion will lead to recommendations that can help your organization
Ask the committee to choose a facilitator for the discussion Their role isto support everyone in being heardto solicit all ideas and perspectivesto make sure that opposing viewpoints or challenges are given and received in afriendly and open mannerto help the committee build consensus andto finalize recommendations
The facilitator should not offer ideas to the discussion Their role is to help make sure all of thecommitteersquos ideas are recorded The organization may choose to hire an outside facilitator for thispart of the discussion
Have the facilitator review the committeersquos Terms of Reference and Conflict Guidelines Remindeveryone that this is ongoing work
Write a reportFor each policy the committee should write a recommendations report
This report has three columns
Write the committeersquos recommendations in the left-hand column The recommendations may rangefrom fairly simple to quite complex They can be one-time actions or multi-staged changes
The committee should leave the two columns on the right empty ndash these will be filled out by deci-sion-makers in the organization They will review the recommendations and decide what to do withthem
noitadnemmoceR elbisnopsersiohW enilemiT
21
Applying Integrated Anti-oppression To Policies
Assessing the recommendationsAs soon as possible the decision-makers in the organization should review the recommendationsand fill out the right-hand columns of the recommendations report The management or Board ofDirectors must decide Who is responsible They must also set a Timeline
The organization is not required to act immediately on all of the committeersquos recommendationsSome recommendations may not be possible or viable in the immediate future and may need longerterm planning
To decide how to implement the recommendations the decision-makers should considerbull how urgent the issue isbull the workloads of the staff involved in changing the policybull the fiscal timingbull what research the organizations needs andbull how much time the organization needs to prepare
For example a policy change that does not involve employment standards or financial supports couldbe implemented fairly quickly A policy change that involves rewriting translating and adaptingpolicies will takes time so it may not be implemented until well after the organization has finishedtaking care of its year-end reporting responsibilities
Once the Board or management has done this work they should give copies of their completedreport to every member of the committee and to all staff volunteers and community members whoare affected by the policy This helps keep the policy process open and helps people feel that thepolicy process is collaborative among everyone in the organization
Use the ldquoReport of recommendationsrdquo chart on page 31 (Appendix A) to record your decisions
22
Appl
ying
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grat
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Here is a sample report of recommendations
Report of recommendations
23
noitadnemmoceR elbisnopsersiohW enilemiT
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otyaDsraeYweNdnayadnoMretsaErosuoigilerhtiwdegnahcxeeb
toneratahtsetadtnatropmiyllarutlucsdradnatstnemyolpmeehtnideifitnedi
tca
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shtnom6nihtiW
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esoohc
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ffoemitdiap
ehtfoeettimmoCyciloPsrotceriDfodraoB
shtnom3nihtiW
hcussmretniatrecfosnoitinifedddAycilopehtotsyadilohyrotutatssa
oiratnOehtotecnereferekaMtahtnoitalugeRsdradnatStnemyolpmE
ycilopsihtstceffa
ehtfoeettimmoCyciloPsrotceriDfodraoB
shtnom3nihtiW
ycilopehtfoypocdrahatuotnirPseiciloprehtohtiwrednibanitituP
siohwenoyreveerehwrednibehtecalPdnatisseccanacycilopehtybdetceffa
tidaer
rotceriDevitucexEsreganaMmargorP
shtnom3nihtiW
emitynanisyadfoegnahcxeedulcnIswonkenoyrevetahtoserudecorpffo
odottahw
rotceriDevitucexEsreganaMmargorP
shtnom6nihtiW
Appendices
Part 3 Appendices
Appendix A Forms
Appendix B Sample Terms of Reference
Appendix C Sample Conflict Resolution Guidelines
Appendix D Sample Decision Making Chart
Appendix E Framework for policy development and review
Appendix F Glossary of Anti-Oppression Terms
Appendix G Focus Group Findings
Appendix H References
24
Appe
ndic
es
Appendix A Forms
bull Plan for policy reviewbull Work planbull How accessible is this policybull How does this policy affect different peoplebull Policy gaps and what we can dobull Report of recommendations
25
Appendices
Plan for policy review
26
etaD aerA weiverotseicilopfotsiL
1raeY
2raeY
3raeY
Appe
ndic
es
Work plan
otsdeentahWneppah
siohWelbisnopser
sksaT eniLemiT
27
Appendices
How accessible is this policy
seYsdeeN
krownoitnettAfosaerA
aniycilopehtsInoitacoleerf-reirrab
nielbaliavaycilopehtsIstamroftnereffid
tuobatnemmocetivniewoDtamrofeht
ninettirwycilopehtsIrofysaesitahtegaugnal
dnatsrednuotstneilctsom
ylisaeebycilopehtnaCrehtootdetalsnart
segaugnal
tiohwyasycilopehtseoDstceffa
siohwyastiseoDrofelbisnopser
tignitnemelpmi
suoiravtcelferycilopehtseoDseulavdnasfeileblarutluc
ehtnissecorpasierehtfIspetsehteraycilop
otelbatpadadnaelbixelfsecnereffidetadommocca
etivniycilopehtseoDkcabdeefevigotelpoep
tahwtuobastnemmocdnasyasti
28
Appe
ndic
es
How does this policy affect different people
snoitseuQ noitnettAfosaerA
neebycilopehtsahwoHdetnemelpmi
evahsecitcarpdnaserudecorptahWdetluser
ycilopsihtmorfstifenebohW
woH
tifenebtonseodohW
woH
otsreirrabehtyfitnediuoynaCeraepyttahWstcapmielbatiuqe
)ctelaicnanifdetalsigel(yeht
dnasnoitseuqstnemmoctahWsihttuobaevahelpoepodstnialpmocserudecorpdnasecitcarpehtroycilop
detaercsahycilopsihttaht
ecivresffatsehtodtahWrosrebmemytinummocsresu
ycilopsihttuobayassreetnulov
29
Appendices
Policy gaps and what we can do
seYsdeeN
krownoitnettAfosaerA
wohyasycilopehtseoDeblliwelpoeptnereffid
detceffa
lliwelpoeptahttimdatiseoDsyawtnereffidnidetceffaeb
hguoneelbixelfycilopehtsItnereffidehtotdnopserot
elpoeptahtsecneirepxedevilevah
elbixelftonsiycilopehtfIehttahwyastiseod
otodlliwnoitazinagrosihtegnahc
egnahcrofnalpehtseoDsenilemitedulcni
wohyasycilopehtseoDrotupnievignacelpoepehtwohtuobakcabdeef
mehtstceffaycilop
edulcniycilopehtseoDdnasmronlarutlucesrevid
seulav
yehteratahW
30
Appe
ndic
es
Report of recommendations
noitadnemmoceR siohWelbisnopser
enilemiT
31
Appendices
Appendix B Sample Terms of Reference ndash Policy Review Committee
PreambleINSERT YOUR ORGANIZATION NAME is committed to applying an integrated anti-oppression frame-work to all undertakings of the organization To that end the organization will ensure that all poli-cies will be regularly reviewed and updated to reflect an integrated anti-oppression perspective
MandateThe mandate of the Policy Review Committee is to review the policies listed below with the objectiveof providing the organization with feedback and recommendations as to how the policies can betterreflect an integrated anti-oppression analysis The committee may also recommend the deletion oraddition of policies in this process
Type of Committee
The Policy Review Committee is a short term project based committee composed of communitymembers from the service area of YOUR ORGANIZATION NAME and frontline staff managementvolunteers Board and people who have accessed our service
Composition
Members should self-identify in one or more of the following waysbull racialized or aboriginalbull people who have little or no decision making power in the organization including service usersbull members of a marginalized groupbull representative of the demographic of organizationrsquos community
Timeline
The committee will complete the said work in a period of not longer than INSERT DATE HERE (3months from the start date of the review)
Deliverables Recommendations Report
Scope
Committee members shall have access to the policies of the organization mission statement by-laws salary grids collective agreements board meeting minutes complaints received strategicplan and all other relevant documents with the exception of the followingbull personnel filesbull in-camera Board meeting minutesbull client filesbull private legal material
32
Appe
ndic
es
Appendix C Sample Conflict Resolution Guidelines ndash Policy ReviewCommittee
PrinciplesIt is in places of conflict that the potential for change exists Conflicting ideas beliefs and valueswill ensure a rich dialogue and essential learning opportunities for everyone Committee membersare charged with reminding themselves that the committee exists in the service of the organizationwith the ultimate goal of better serving the community Each person on the committee has theresponsibility to deal directly with each other and commit to engaging with each other as allies inthis work
The organization will endeavor to assemble the relevant material that will be useful in meeting theobjectives of the committee prior to the beginning of the project and will ensure that any relevantmaterials will be delivered to the committee as quickly as possible
The decisions and recommendations of the committee do not bind the organization into action TheBoard of Directors andor Executive Director of the organization will review the recommendations ofthe committee and ultimately decide what can be instituted
Budget and Additional Resources
The Policy Review Committee has a budget of $$$$$ The budget will cover the committee costs- member expenses childcare travel long distance calls honorarium- meeting expenses accessible meeting room refreshments conference calls- accessibility expenses ASL interpretation note taking attendant care- supplies photocopying office supplies
Staff resource- maintain minutes and discussion notes for the committee- retrieve documents that the committee requires- assist in organizing meetings and refreshments for meetings
Meetings
Meetings will be held at an accessible meeting space ndash onsite at the organization if possible
The committee is responsible to elect co-chairpersons during the first committee meetingThe responsibilities of the co-chairs in consultation with the whole committee are tobull organize meetingsbull develop the agendabull organize committee communicationbull keep committee members on taskbull organize the completion of the final reportbull maintain communication with the organization including updates requests concerns etc
33
Appendices
34
Remember that resolving conflict does not necessarily mean that a person will change their view-point or opinion A resolution of conflict implies that each party has had the opportunity to sharetheir perspective be heard have opportunity for discussion and then have closure
How we deal with our colleagues when we have a different opinion or viewpoint can either open usup to new learning or shut us down The following are some key points to keep in mind
i Recognize that conflict is a healthy part of communication if all parties understand theirresponsibilities in the process
ii Parties should approach the process with the idea of creating a learning environmentiii Parties should be prepared to listen to each other ndash that is really listen without interrupt-
ing or preparing your argument in your headiv If you are challenging a statement made by another person ndash it is important to state
concisely where you believe the problem lies and if it furthers the learning moment tostate the impact on yourself
v Do not belabor the point or make comments about the otherrsquos motivation for the state-ment (ie They are ignorant bigoted etc)
vi The person who has been challenged should take away the information to think aboutwhere their learning lies ndash the statement back to the challenger should include how youwill approach the information that was shared with you from the other person
vii If you do not agree with the challengerrsquos view ndash further dialogue may be necessaryviii State your own view and where you believe the problem liesix Each person is responsible to think critically about the otherrsquos view with a goal of finding
common ground andor compromise andor the decision to agree to disagree ndash which isallowing space for differing points of view
x It is important that both parties do not disengage from the process by complaining orexpressing dissatisfaction about the other person to other people ndash that kind of behaviorlowers the integrity of the process and the party who engages in it
xi Try to understand each otherrsquos perspective without judging the person or making assump-tions about each other
Co-chairs responsibilitiesbull reminding members of the guidelines of conflict resolutionbull arranging time in the agenda to address conflict in the groupbull mediating conversations between the parties in conflictbull negotiating resolutionbull If the conflict is in regards to making a decision The co-chairs should refer to the decision
making guidelines
The guidelines presented above should not be used in situation of discrimination and abuse Inthose situations the committee should follow the procedures in the organizations anti-discriminationor anti-harassment policies
Appe
ndic
es
35
snoitpO snosaeRstifeneBrof
snosaeRsmelborPtsniagA
puorGnoisiceD
rofsnosaeRnoisiceD
Appendix D Sample Decision Making Chart ndash Policy Review Committee
Appendices
36
App
endi
x E
Fra
mew
ork
for p
olic
y re
view
and
dev
elop
men
t
We
deve
lope
d th
is fr
amew
ork
duri
ng th
e fir
st p
hase
of t
his
proj
ect
Its
purp
ose
is to
hel
p or
gani
zatio
ns u
se a
n in
tegr
ated
ant
i-opp
ress
ion
fram
ewor
k ap
proa
ch w
hen
revi
ewin
g an
d de
velo
ping
pol
icie
s
NOITSE
UQ
EG
NELLAH
CES
NOPSE
R
esoprupeht
sitah
Wrodna
ycilopsiht
foerudecorp
erusneotyrassecen
siycilop
aneh
wwonk
ottluciffid
ebn ac
tIruoy
tahterusne
otdna
seicilopyna
moot
gnitaercton
erauoy
ehtgniyfitnedI
stnemetats
gnitcilfnocgnika
mton
e raseicilop
edivorpsalle
wsa
sllaftipeseht
diovapleh
nacesoprup
otyrassecen
eblliw
serudecorptah
wdna
wohot
sanoi tcerid
esoprupeht
teem
bull bull bull bull
ycilopeht
rofelanoitar
ehtedivorP
tnetniytiuqe
ehtyfitnedi
ylraelCseitilibisnopser
evitalsigelyfitnedI
)s(ycilopetairporppa
ehtot
serudecorpkniL
tifycilop
ehtseo
Dycnega
ehtnihti
wnoissi
metad nam
rodnatne
metatsseulav
fotne
metatssfeileb
dna
woH
dnaetadna
mrieht
eniltuotaht
stnemetats
evahseicnega
ynaM
roFetadna
meht
teemlli
wyeht
wohtuoba
sfeilebrieht
elpmaxe
nasi
nemo
wllatsniaga
ecneloivlladne
otelpmaxe
er usneneht
tsum
wolloftaht
seiciloPtne
metatsnoissi
ma
fotsniaga
ecneloivgnitauteprep
tonsi
noitazinagroeht
tahtnoisserppo
ronoisulcxe
fomrof
ehtni
nemo
w
bull bull bull bull bull
fotne
metatsstnemucod
tnavelerllaweiveR
ctetnemetats
noissimetadna
msfeilebeht
stroppusycilop
ehtfi
enimrete
Detadna
mnoissim
seitiugibma
ehtyfitnedI
seulaveht
htiw
st sartnocycilop
ehtfi
enimrete
Dnoitazinagro
ehtfo
ycilopeht
oteka
mnac
uoysegnahc
ehtyfitnedI
tievorp
miot
tifyc ilop
ehtseo
Deht
htiw
snoitazinagronoitisoplacitilop
wo
H
tahtnoitisop
nasitrapa
naem
tonseod
noitisoplacitilopA
ynamrehtaR
ytraplacitilopralucitrap
astroppus
seussiralucitrap
nosnoitisopdepoleved
evahsnoitazinagro
noitazinagrotsini
mefa
ebya
mnoitazinagro
ruoyelp
maxeroF
dluow
serudecorpdna
seicilopruoy
noitazinagrotsini
mefa
sAytiuqe
yapeikro
wemarf
ytilauqesna
mow
awollof
ctestifenebrevigeracyli
mafdednapxe
bull bull
snoitisoplanoitazinagroeht
ssucsiddna
yfitnedItub
nettirwnu
erataht
seussilaicosgnidrager
esohtfo
emoS
noitazinagroruoy
nihtiw
tsixeyap
msireetnulovsvrobal
diapedulcniya
mcteseussi
htlaehlatnemytiuqe
-tne
metatsfeileb
aot
snoitisopetairporppa
ddAtsixe
tonseod
enofi
enoetaerc
ro
Appe
ndic
es
37
NOITSE
UQ
EG
NELLAH
CES
NOPSE
R
teem
ycilopeht
seoD
sdradnatsmu
minim
noitalsigelrobal
fosthgir
namuh
ycavirpnoitalsigelrednufnoit alsigel
dnastne
meergalautcartnoc
rehtostne
meerga
mehtdeecxe
tiseo
D
lautcartnocdna
evitalsigeltee
mylraelc
dluohsseiciloP
nettirw
si)noitalsigel
ytiuqeneve(
noitalsigeLseitilibisnopser
ehtno
desabsi
tahtkro
wemarf
erutluctnani
moda
morfeht
tcetorpot
keesyehT
spuorgsuonego
mohfo
noitpmussa
elpoepfo
sthgireht
ecnavdatonelpoep
dezilanigram
fosthgir
dnoyebog
dluohsseicilopkro
wemarflanoitcesretni
naylppa
oTsdradnatsla
minim
bull bull bull bull
snoitazinagroeht
dnatsrednudna
weiveR
waleht
rednuseitilibisnopser
seitilibisnopserdnatsrednu
dnastcartnoc
weiveRstcartnoc
fos
mreteht
rednullaf
snoitatcepxemu
minim
ehtereh
wyfitnedI
sseccaot
tnemevorp
midna
tnemecnavda
fot rohs
ytiuqedna
lauqetroppus
nacnoitazinagro
ruoysya
wyfitnedI
ytinutroppo
sihtseod
woH
erudecorpycilopeht
tc apmi
snoitazinagrotegdub
fI
mehttne
melpmi
ottcap
miyrategdub
evahod
seicilopyna
Mot
elbissopmi
emoceblli
wycilop
ehtdezingocer
tonsi
sihttub
ycilopdab
asi
tiesuaceb
ton-
dedracsideb
dnawollof
rofdetnuocca
tonere
wnoitatne
melpmi
fostsoc
ehtesuaceb
bull bull bull bull
htiw
detaicossastsoc
ehtllayfitnedI
ycilopeht
fonoitatne
melpmi
ralugerfo
trapera
stsoceht
erehw
yfitnedIedulcni
dluow
reganam
foyralaSei
-ssenisub
noisivrepusffats
stsoclanoitiddayfitne dI
ylgnidroccategduB
otelbisnopser
sioh
Wsi
ycilopsiht
erusnedna
dootsrednudecrofne
elbisnopsersi
ohw
etatsylraelc
tsum
serudecorpdna
seiciloPhcaEssenevitceffe
gnitaulavedna
gnirotinomtuo
gniyrracrof
detatsylraelc
e bdluohs
elorsnosrep
bull bull
diapnudna
diapfo
selorsuoirav
ehtyfitnedI
noitazinagroeht
fosreb
mem
ehttuo
yrraclliw
ohw
srebme
meht
yfitnedIsreb
mem
ehtetaulave
dnaesivrepusserudecorp
ycilopeht
etaulavedna
weiveretaerc
Appendices
38
NOIT
SE
UQ
EG
NELL
AH
CE
SN
OP
SE
R
eht
sita
hW
rof
msina
hcem
lacitirctnial
pm
ockca
bdeef
tegtaht
stnemucod
gnivileb
dluohsserudecorp
dnaseiciloP
ottnatrop
misi
tieroferehT
sevorpmi
gninraelruo
saretteb
rokcabdeef
edivorpnac
detceffaesoht
wohetats
yl raelcro
elbaeganamnu
evitceffenievorp
yehtneh
wfinialp
mocevisserppo
bull bull bull
seifitnediylraelc
tahtycilop
stnialpmoc
aetaer
Csreb
mem
diapnudna
diaprof
ssecorpeht
srebme
mytinu
mmoc
dnastneilcsresu
ecivrestI
elbisseccas i
ssecorpstnialp
moceht
erusnEyllacisyhp
nacsklof
erehw
decalpeb
dluohselbissecca
tnereffidni
dereffodna
tissecca
nialpraelc
ninettir
web
osladluohs
tIsta
mrofelpoep
ybdessecca
ebnac
titaht
osegaugnal
slevelycaretil
suoir avhti
wycilop
ehtrof
kcabdeefrof
ssecorpeht
yfitnedI
weiver
eb
ycilo
pe
htlli
ww
oH
otdetaci
nu
mm
oce
blli
wo
hw
eso
ht ti
yb
detceffa
ehtyb
detceffeesoht
llaot
tnediveeb
dluohscorpseiciloP
tnatropmi
sinoitacinu
mmoc
fonalp
agnitaer
Cse
moctuobull bull bull bull bull bull
elbisnopsereb
lliw
ohw
elpoepeht
folla
yfitnedIeb
lliw
ohw
esohtdna
noitatnemelp
mirof
noitatnem elp
mieht
ybdetcap
misdnik
tnereffideht
sseccafo
stniopeht
yfitnedIyrassecen
sseccafo
sepytdna
noitatnemelp
mirof
elbisnopseresoht
llaerusnE
seitilibisnopserrieht
tuobaraelc
eraot
ycilopetacinu
mmoc
otnalp
ehtyfitnedI
s rebme
mytinu
mmoc
dnastneilcsresu
ecivresrehto
dnaegaugnal
ycaretilsserdd
Aseussi
ytilibisseccaseussi
eseh tsserdda
otnalp
aetaer
C
Appe
ndic
es
39
NOITSE
UQ
EG
NELLAH
CES
NOPSE
R
weivereht
sitah
Weludehcs
ehtodlli
woh
W
weiver
deweiver
ebdluohs
stnemucod
gnivilsa
serudecorpdna
seiciloPdluohs
ssecorpehT
tnemevorp
mirof
yltnetsisnocdna
ylralugernI
kcabdeefrof
ytinutroppoedivorp
otsa
oseludehcs
aedulcni
dnaseicilop
ehtyb
detceffaesohtlla
morftupni
tegot
redrotahtnesohc
rodetov
ebdluohs
sreweiver
fomaet
aserudecorp
sevitcepsrepfo
esabdaorb
atneserper
bull bull bull
roylraey-
seicilopfo
weiverrof
enile
mita
teSylraey-ib
ebdluohs
tahtspuorg
redlohekatseht
yfitnedIytisrevid
otnoitnetta
htiw
weivereht
nidevlovni
dnassenevitceffe
ehtssessa
otsloot
edivorPycilop
hcaefo
ytiuqe
ycilopsiht
seoD
egnellahclahcrairtap
laicosevisserppo
wo
Hs
mron
gnignellahcflesti
nisi
krowe
marfdetargetni
nagniylppA
neebevah
sufo
ynam
sareve
woHs
mronerutluc
tnanimod
morftrats
dluohse
wsdradnats
naciremA
htroN
ybdenoitidnoc
nide
marfeblli
wserudecorp
dnaseicilop
ruotaht
esimerp
ehtksa
otevah
ew
eroferehTsfeileb
dnaseulav
erutluctnani
modgnidlohpu
tonera
ew
erusnetaht
snoitseuqfo
seiresa
sevle sruonoisserppo
fos
metsysdehcnertne
bull bull bull bull bull bull bull
noisserppodna
yhcrairtapfo
seussieht
yfitnedIycilop
hcaeni
tnerehninihti
wseussi
esehtegnellahc
otwoh
ezigetartSnoitazinagro
ruoygnika
mnoisiced
ehtni
ycnerapsnarteht
weiveRsessecorp
seodtah
Weisevlesruoyrof
snoitseuqetaerC
noitazinagroruo
niekil
koolre
wopycilop
ehtmorf
stifeneboh
wyfitnedI
revore
wopa
dlohpuseicilop
hcihw
enimrete
Dkro
wemarf
emit-lluf
derihsteg
ohWei
-snoitseuq
ksAsi
erehW
denimreted
sihtsi
woH
emit-trap
senimreted
ohW
tegdubeht
nitneps
yenom
seitiroirp
Appendices
40
NOITSE
UQ
EG
NELLAH
CES
NOPSE
R
ehteblli
wtah
Wno
tcapmilaitnereffid
spuorgdezilanigra
m
dnatsrednuot
tnatropmi
sitI
emas
ehtnae
mton
seodlauqEyfitnedi
otspuorg
tnereffidno
seicilopfo
stcapmi
suoiraveht
foytilibissecca
troppusot
wohdna
eilsreirrab
ehtereh
wspuorg
suoiravrof
secivresdna
tnemyolp
me
bull bull bull bull
fos
mitcivera
ohw
elpoepfo
spuorgyfitnedI
noisserppoci
metsysspuorg
suoiravno
stcapmi
ehtyfitnedI
dnaytiuqe
ecnavdataht
stcapmi
hsiugnitsiD
tonod
tahtesoht
sseccaot
sreirrabegnahc
otsya
wezigetartS
ycilopehtlli
wwo
Hnoisserppo
egnellahcnoisserppo
cimetsys
rofseicilop
weiveR bullmsicar
bullaibohpo
mohmsixesoreteh
bullmsielba
bullmsiega
bullmsixes
bullmsirtneconhte
bullmsissalc
bullmsiti
mes-itnabull
msibarA-itnabull
noitanimircsid
suoigilerbull
msilainoloc
bull bull bull
tsrifnretse
wa
sahycilop
ehtfi
enimrete
D
weivdlro
wtuoba
noitpmussa
narof
ycilopeht
ssessAnoitautis
cimonoce-oicos
dnaegaugnalytilibafo
secnereferrof
egaugnaleht
weiveRsnoitp
mussasuoigilernoitazinoloc
Appe
ndic
es
Appendix F Glossary of Anti-Oppression Terms
Ableism Prejudice and discrimination against people living with mental emotional and physicaldisabilities or differences People living with disabilities experience this discrimination segrega-tion and isolation because of peoplersquos prejudices and institutional barriers not because of thedisability or difference itself Deaf Deafened and Hard of hearing people historically have experi-enced systemic ableist oppression as well
Anti-Semitism Discrimination or violence against Jews Judaism and the cultural intellectualand religious heritage of Jewish people The word Semite literally refers to ldquoany of the peoplessupposed to be descended from Shem son of Noah especially the Jews Arabs Assyrians andPhoeniciansrdquo However Anti-Semitism is mostly used to refer to prejudice discrimination andviolence directed at Jews
Class Economic and social groups People in the higher classes make decisions about theeconomy while other people work for wages or are kept out of the economy The things that markdifferences between classes include peoplersquos ability to meet their basic needs their level ofincome wealth and formal education and their connections with people and institutions thathave influence and power In the current economic structure rich people got their wealth bytaking advantage of people at the bottom and middle of the class structure
Classism Any practices and beliefs that judge and value people according to their social class orthe social class that other people assume they belong to Most workplaces use classist languagethat reflects and reinforces the social hierarchy For example they undervalue the work of sup-port staff and decisions do not include the knowledge and opinions of these workers
Colonialism When a foreign power dominates and exploits an indigenous group by taking theirland and resources and using them as cheap labor in order to make money It also means spe-cific era between the 1700s and 1900s when European countries expanded into the Americasand countries of the global South In Europe people justified these practices using racial doc-trines These ideas about hierarchies of race are still widespread Uncovering and challengingthe ideas and ongoing practices of colonialism are important parts of racial equity work
Culture The collective experience beliefs values knowledge economy and ways of life of agroup of people who share past or current experiences Culture changes constantly it is notstatic Every culture is shaped by the land and spaces people inhabit together Individual andgroup culture can also be shaped by language religion racialization gender experiences ofmigration and immigration social class political affiliation family influences age sexual orien-tation geographic origin ethnicity experiences of discrimination or lack of discrimination andexperiences fighting oppression
Disenfranchised Not having full rights as a citizen or not being able to fully participate as amember of the community
41
Appendices
Dominant Culture The beliefs values and judgments of groups with social power The dominantculture is created and maintained by people in the dominant social group People who do notbelong to the dominant group often believe that these values beliefs and judgments are trueinstead of seeing how they reflect the interests of people in power
Dominant group People whose social identity gives them power and privilege In most parts ofCanada dominant identities are White male English-speaking heterosexual able-bodied Chris-tian affluent and middle class thirty to sixty-five years of age university educated from centralCanada Many people have one or more dominant identities
Equity Peoplersquos rights as individuals or members of a group to an equitable share of theresources and influence in society Equity work analyses and challenges unfair systems andpractices and works towards creating outcomes and access that benefit people equally
Exploitation Taking unfair advantage of a person or a group for onersquos own gain or advantageExploitation can be systematic or individual
First Nations A term that reflects the process some Aboriginal peoples in Canada have used toname themselves The word ldquofirstrdquo recognizes the fact that Aboriginal peoples are the originalinhabitants of what is now called Canada The word ldquonationrdquo stresses the fact that Aboriginalpeoples are political collectives who had their own forms of government before Europeans beganto settle here Many First Nations peoples are fighting to re-establish that sovereigntybull The term also refers to a group of Aboriginal people who were previously called a ldquoBandrdquo by
the Department of Indian Affairsbull ldquoFirst Nationrdquo can also mean a group or several groups of Aboriginal people who have the
same ethno-cultural background
Gender identity Features that are tied to how an individual thinks of themselves as a man or awoman A personrsquos gender identity may not be the same as their biological sex
Gender roles The culturally specific behaviors and appearances constructed by a culture todefine what is expected of women and men The expectations of femininity and masculinity areimposed on individuals according to their biological sex
Harassment Persistent ongoing behavior conveying negative attitudes towards an individual orgroup to make them feel intimidated and humiliated Harassment is an exercise of power Itincludes any action that a person knows or should know is not welcome Harassment includesname-calling jokes slurs graffiti insults threats rudeness and crude gestures verbal or physi-cal abuse Human Rights Codes in most provinces prohibit harassment based on race religionsex ethnicity and the other prohibited grounds for discrimination
Heterosexism All practices that convey the message that heterosexuals are better than otherpeople including the assumption that everyone is or must be heterosexual It operates like otherforms of prejudice and discrimination giving privilege and rights to members of the dominantgroupndashheterosexualsndashand not to gay or lesbian people
42
Appe
ndic
es
Hierarchy A system that gives individuals or groups different positions and power People andgroups with a higher rank have more power resources and value than individuals or groups witha lower rank For example in a patriarchy men are given more value than women
Immigrants People who have arrived and settled in Canada in their lifetime Sometimes peopleuse the word incorrectly to refer to Canadian-born racialized people because they assume thatall racialized people were born elsewhere
Inclusive Making sure that all members of the community are represented or involved in allaspects of the community
Integrated Combining information and values from a variety of people and sources in order toget a fuller result that is more inclusive
Islamaphobia The systemic ways and individual practices of racism that target Arab people andhave particular impact on them Some examples include negative stereotyping of Muslim peopledepicting Islam as essentially violent and fundamentalist assuming that all Arabs are Muslimand all Muslims are Arabs
Landed immigrant Persons with legal status who are permanent residents of Canada ratherthan visitors refugee claimants temporary workers or citizens
Marginalization A process that keeps groups or individual from having access to all or part ofthe resources and activities of the community
Oppression When one social group takes advantage of another social group either knowinglyor unconsciously Oppression gives the dominant group privilege and marginalizes anddisenfranchises the subordinated group The dominant social group can use force or social insti-tutions and resources to achieve oppression After a time individual members of the dominantgroup do not need to do anything and unequal treatment becomes so much a part of the socialinstitutions and structures that it seems normal
People of colour Any person who is not White or Aboriginal This term was first adopted in theUnited States by racialized people who were trying to name themselves with a positive identityrather than as ldquonon-whitesrdquo ldquocolouredrdquo ldquoethnicsrdquo or ldquovisible minoritiesrdquo
Privilege Unearned power that gives members of the dominant group economic social andpolitical advantages Privilege also means rights that everyone should have but that are deniedto some people
Racism Any aspect of Canadian society that openly or subtly makes White people and Whitenessnormal and valuable while making racialized communities invisible or devaluing stereotypingand labeling people of colour as ldquoothersrdquo who are different or inferior
43
Appendices
Individual racism The beliefs attitudes and actions of individuals that support or maintainracism Individual racism can be conscious or unconscious It can be active or passive
Institutional racism The network of structures policies and practices in systems and institutionsthat give White people advantages and that discriminate oppress and disadvantage racializedpeople
RacializationRacialized Racial identities are not fixed categories They are shaped by historynationality gender class and identity politics Racial designations often differ from country tocountry The term racialization or racialized makes explicit the ways in which we are socialized todifferentiate groups of people on the basis of superficial physical characteristics where White isthe norm It emphasizes the active process of categorizing people while at the same time reject-ing ldquoracerdquo as a scientific category
Refugee Persons who have to flee their country because they have a ldquowell-foundedrdquo fear ofpersecution based on race religion nationality political opinion or membership in a particularsocial group
Religious discrimination Any institutional or individual practices that exclude and discriminateagainst a person because of their religion In Canada many workplaces do not provide equitablyfor all religions Recently the Supreme Court has ruled that employers must accommodate em-ployees whose religious observances are not recognized in the Christian-based statutory holidayssuch as Easter and Christmas Religious discrimination is often linked to other forms of discrimi-nation For example Irish Catholics were often marked by their class ethnic origins and lan-guage as well as their Catholicism Racialized Muslims often experience racism mixed withreligious discrimination
Sexism Systemic and individual practices that give men privilege make women subordinate andthat shame values identified with women
Social Location or Social Identity A personrsquos membership in a socially constructed groupThese groups are often identified according to superficial characteristics such as skin colourcountry of origin religious beliefs body form etc
Structural This approach to equity work believes that the thoughts and behaviors of the indi-vidual are created and guided by various social structures such as capitalism andor neo-liberal-ism and are therefore limited The focus for change is raising awareness of the limits and chal-lenging the structures
Systemic racism The conscious or unconscious policies procedures and practices that excludemarginalize and exploit racialized people Systemic racism is supported by institutional powerand by powerful ideas often unexamined ones which make racism look normal and justified Forexample institutions that do not have effective complaints procedures or performance appraisaland promotion processes that use equity competencies make it possible for individuals to beracist
44
Appe
ndic
es
45
Transgender person A person who is not comfortable with or who rejects some or all of thegender identity given to their biological sex This is an umbrella terms used to describe trans-sexuals transvestites or cross-dressers and intersex people
Transsexual Someone who has a very strong feeling that they are living in the wrong sex A maletranssexual needs to live as a woman and a female transsexual needs to live as a man Somebut not all transsexuals have surgery to reassign their sex Some have procedures to partiallyreassign their sex and some use hormone therapy A transsexual can be heterosexual homo-sexual or bisexualWhite Refers to people belonging to the dominant racial group enjoy skin privilege in NorthAmerica Australia New Zealand and anywhere European colonialism has created racial inequityThe term ldquoWhiterdquo is capitalized for different reasons than other racial designations ndash Aboriginaland Black The latter identities are claimed with pride in opposition to the names imposed bydominant White society One of the ways that racism operates is to leave the racial identity ofWhite people unidentified ldquoWhiterdquo is capitalized to interrupt the privilege of having Whitenessgo unnamed
White Supremacy A system based on assumption of the ldquorightness of Whitenessrdquo in whichpolitical economic and social systems result in White people having more privilege and powerthan racialized people
many of the terms in the glossary were adapted with permission from Dancing on Live Embers ChallengingRacism in Organization by Tina Lopes and Barb Thomas Toronto Between the Lines 2006
Appendices
Appendix G Focus Group Findings
The following points are the relevant themes that emerged from the focus groups The groups wereasked to answer the following questions
1 How well has your organization and the various sectors practiced an integrated approach to anti- oppression
bull overall feeling that most are doing pretty good workbull some feel frustrated that the policies etc are not fully put into practice by all staff at an
agencybull feeling that the work is silorsquod and separated ndash working on one oppression at a timebull that the work is framed from a white middle class perspectivebull the work is not happening fast or often enough ndash ie deaf woman services gaps and barriers
2 What are the effective practices in the various areas ie policies programming outreach training org development
bull be committed inventive constantly evolve vigilantbull open to change pushing for changebull inclusion at all levels of an organization working together on committees and groupsbull engage diversity responsive to different needs
3 Where are the challengesbull funding shortages piecemeal and targeted on specific groups onlybull lack of accountability lack of clear policies and proceduresbull lack of inclusivity and diversitybull lack of time to be together communicate etcworkloads of service providersbull silorsquod workbull systemic exclusion internal and societal institutions
4 Visions and suggestions for changebull core guidelines with key values ndash written down and put into practicebull accountability in staff and managementbull commitment from all levelsbull everyone open to challengebull look at themes not populationsbull community drivenbull training and toolsbull fully funded and supported by structures
5 Who would take up the facilitation of changebull not one personbull coalitionsbull community groupsbull all levels of organization including service users
46
Appe
ndic
es
Recommendation(s)
a Conduct a review of existing policies procedures and practices that organizations feel repre-sent their best efforts of an integrative anti-oppressive framework
b Working groups should be created to develop the most effective integrative policies andprograms The groups should include diverse members from different social locations com-munities and be representative of all levels of the organization including service users
c Organizations must support this work by allocating time personnel and resourcesd Organizations must demonstrate commitment to the work by reviewing all policies proce-
dures and programs through the lense of an integrative anti-oppressive frameworke A tool kit should include templates of policies and procedures to simplify the writing of work
done by the committeesworking groupf This work is not static and must be revisited regularly in order to incorporate new informa-
tiong Organizations should offer regular training and workshops on how to put an integrative anti-
oppression framework into practiceh Organizations must hold staff and volunteers accountable to adhering to agency practice by
offering training and supervision including key values in mandate and mission statementsand integrative anti-oppressive practices in personnel and volunteer policies
Focus group participants
The following organizations participated in focus groups in 2005-06 for the Integrative Anti-Oppression Project
Woman Abuse CouncilFCJ Refugee Centre519 Community CentreNelliersquosSpringtidersquos Women with Disabilities ProgramToronto Rape Crisis CentreMulticultural Women Against RapeCentral Neighbourhood HouseAccess Alliance Multicultural Community Health CentreA Commitment to Training and Employment for Women (ACTEW)Arab Community Centre of TorontoAssaulted Womenrsquos HelplineBarbara Schlifer Counselling ClinicBlack Creek Community Health CentreCentral Family IntakeErnestine Womenrsquos ShelterFamily Services AssociationFlemingdon Neighborhood ServicesKorean Canadian Womenrsquos Association
47
Appendices
Macaulay Child Development CentreSt Christopherrsquos HouseSt Joseph Womenrsquos Health CentreSt Michael HospitalStonegate Community Health CentreUrban Alliance on Race RelationsWomenrsquos Counselling Referral and Education CentreYorktown ShelterYWCA
48
Appendix H References
Dancing on Live Embers Challenging Racism in Organizations Tina Lopes and Barb Thomas Be-tween the Lines Toronto 2006
Campbell C (2003) Anti-oppressive social work Promoting equity and Social Justice Editor DrCarolyn Campbell Halifax Nova Scotia Dalhousie UniversityRetrieved Jan 22 2008httpaoswsocialworkdalcawhatisaoswhtml
Roundtable on Anti-Oppression Politics in Anti-Capitalist Movements Edited by Sharmeen Khan ndashparticipants in the roundtable Kirat Kaur Junie Deacutesil Gary KinsmanRetrieved Jan 22 2008httpuppingtheantiorgnode1380
Williams C (2003) ldquoSeeking Cultural Competence What Is It How Do You Develop It and How DoYou Know When Yoursquove Got Itrdquo In WShera (Ed) Emerging Perspectives on Anti-Oppressive Practice(pp 265 - 278) Toronto Canadian Scholarsrsquo Press Inc
- Front Page1-1
- ManualModEN2
- ManualModEN3
- ManualModENCon
-
Intr
oduc
tion
Part 1 Introduction
Why do we need to look at policies
Consider the following situation
At first glance this arrangement seems to benefit the staff of this organization After all whowouldnrsquot like extra paid time off in the year The answer is that we would all like extra days off withpay However there are several equity issues raised in this scenario
Aim of this toolkitThe aim of this tool kit is to help organizations review and consider changes to policies such as theseto make sure that they are equitable for all employees and members and for their community
The suggestions and checklists in this guide are designed to help foster discussions that will allowus to apply an anti-oppression analysis to our current policies and to the policies that we create inthe future The questions in the checklists are offered as a place to start but please note that manyother questions should arise throughout the discussion
Back to the scenario What are the equity issues it raises To apply an anti-oppression analysisbegin the discussion by asking two questions
bull Who benefits from this policy
bull Who does not benefit from this policy Or benefits differently
The answers will identify what parts of the policy are not equitable The next stage of the work isdiscussion that focuses on ideas for change looks at the possibilities for change and makes somerecommendations about what the organization could do In effect these are the main steps in thework of applying integrated anti-oppression to an organizationrsquos policies
Three statutory holidays occur in a one-week periodChristmas Day Boxing Day and New Yearrsquos DayThinking that the office is quiet and staff wouldprobably like the time off the Board and ExecutiveDirector decide to create a policy that closes the officefor the week between Christmas and New Year Theyare pleased to think that this gives employees a fewextra days of paid time off
1
IntroductionIntroduction
This toolkit provides a practical tool that allows organizations to apply integrated anti-oppressionpractice to their policies It is for Executive Directors Program Managers Boards of Directors andothers who are responsible for reviewing and updating policies in community service organizationsWe hope it will support individuals who have completed general anti-oppression training and who
want to put their learning into practice
What community organizations can do to challenge social inequality
Social inequality is embedded in our individual values and beliefs and the systems and institutionswe create reflect these inequalities Therefore change must begin with individuals transformingourselves We can do this by challenging our perceptions and assumptions critically analyzing whatwe ldquoknowrdquo and recognizing power in interpersonal relationships However anti-oppression workcannot end there For any real change to happen we must also work to restructure systems andinstitutions
Community service organizations can be at the forefront of anti-oppression work They mostly workwith people who are disenfranchised diminished and marginalized and often the workers come fromthe community they serve The workersrsquo strength and knowledge come from their lived experience ofbeing marginalized
Community service organizations can challenge social inequality in vital ways Their guidelines andprinciples of engagement are innovative and radical because they believe in what they are doingThey try to provide services in ways that promote dignity respect and empowerment
Every organizationrsquos mission statement or mandate states the agencyrsquos vision These statementsare lofty goals Their purpose is to keep the organization grounded in a common purpose and reasonfor being Policies exist to tell people how to enact the mission and mandate They provide guide-lines for action From policies come the procedures which give people instructions about what to doDeveloping and reviewing policies is a vital process that can help community service organizationsconsistently apply their anti-oppression practice
No matter what approach we take to challenging social inequality change takes time There is noquick and easy way to do this work
Who should take the leadTo do integrated anti-oppression work organizations should first understand all the ways in whichindividuals hold power and how they use their power Begin by asking yourself ldquoIn our organizationwhich people make the decisions that affect other peoplersquos access to resourcesrdquo Most oftenthe answer is ldquoThose who hold interpersonal and systemic positions of power in the organizationrdquoThe lived experiences of those individuals are most often reflected in the policies and practices ofthe organization Policies whether societal or institutional are created from social norms they canreinforce hierarchies and can keep people from being involved Policies that have integrated anti-oppression practices can create inclusion connection and shared vision
2
Intr
oduc
tion
It is important to acknowledge that there are contradictions inherent in attempting to apply an inte-grated anti-oppression framework to policies in a hierarchical structure A hierarchal organizationcannot function within an anti-oppression framework unless its leaders show that they are commit-ted to this approach
Executive Directors and Boards of Directors are in positions of power They set the agencyrsquos direc-tion They have the authority to create an inclusive environment and to make sure that anti-oppres-sion practice is the norm For example Executive Directors need to examine how power is held andactualized both personally and structurally They also need to identify how classism racism sexismableism and other forms of oppression may be manifesting through their position and other positionsof power in the organization
To support integrated anti-oppression work board members and Executive Directors must allocatefunds and staff time to develop programs and practices that will make sure that knowledge aboutdifference diversity and oppression are directing the work They need to make policy review apriority for the organization and allocate funds and staff time for this work
The goal of this toolkit
We hope that this toolkit will help community service organizations become better able to reflect thevalues beliefs and life experiences of everyone in their community In this way they will becomeplaces rich with diversity and difference where everyone works to challenge and dismantle all formsof oppression
History of this projectIn 2005 Springtide Resources (formerly known as Education Wife Assault) started a project to createtools that would help us continue to integrate anti-oppression work in our agency Integrated anti-oppression is not a new concept However many of us felt it was challenging to pull together whatwe had learned over the years to apply it in our organization and to make sure that we applied anti-oppression practice in all our work
The project funded by the City of Toronto involved a series of focus groups Participants includedvarious members of Springtide Resources and other agencies in our social change network Thepeople who participated identified the issues that both individuals and organizations face whentrying to apply anti-oppression in their day-to-day work
As we reviewed the focus group discussions and policies from various organizations it became clearthat organizations have developed some great policies and practices over the years that help createinclusive spaces At the same time we are still challenged by how to consistently integrate anti-oppression practice in all aspects of our work To address this concern we created a framework thatorganizations can use to develop policies with an integrated anti-oppression analysis This frame-work is included as Appendix E
Another thing we learned was that organizations needed a practical tool that would allow them toapply anti-oppression practice to their policies This was especially important to community service
3
IntroductionIntroduction
What is integrated anti-oppression
The term lsquoanti-oppressionrsquo reflects a number of different approaches to the work of addressing thesocial and institutional inequalities that are constructed in our society In North America the theoriesand concepts of anti-oppression grew out of the social justice movements of the 1960rsquos Disenfran-chised groups who were opposing the status quo also began to challenge each other to recognizethat different people within these groups experience different levels of oppression
Anti-oppression approaches to inequality include feminism anti-racism as well as structural andcritical approaches Often anti-oppression work can focus on a single issue perspective or way ofbeing marginalized For example a group may want to address gaylesbianbisexualtranssexualqueer (GLBTQ) rights or womenrsquos rights
Using an integrated anti-oppression model people work together to rebuild existing systems so thateveryone shares the benefits and opportunities of the system Integrated anti-oppression looks at allthe ways people can experience oppression and marginalization and how those social locationsintersect This approach recognizes that individual contexts are different and that peoplersquos livedrealities are complex It is integrated because it asks us to combine information and values from arange of people and sources in order to get a fuller more inclusive result
Integrated anti-oppression requires that people examine their own experiences and actions andcritically analyze social structures of power and privilege It insists that the dominant group recog-nize the power of its own social location(s) and how that power results in societal privilege andbenefit to the exclusion of marginalized people
This approach encourages us not to make assumptions about group identity It emphasizes thatpeople who share a group identity may or may not have similar characteristics and lived experiencesIntegrated anti-oppression reminds us to unlearn what we thought we knew and to think of and workwith people as individuals
Principles of integrated anti-oppressionThe following are principles that guide the integrated anti-oppression model
bull Society operates within a socially constructed hierarchy of difference where somepeople are valued and privileged and others are marginalized and exploited Forexample people living with a disability are devalued by society and their contribu-tion to society is not recognized solely because of their disability
bull People do not belong to just one category or social location Our identities arecomplex and multiple fluid rather than fixed As a result we can be both victims
4
organizations since they are extremely busy doing the work and do not have time to develop theirown materials Hoping to assist these organizations Springtide Resources applied for funding to dothis work The United Way of Toronto granted funding for Phase II of the project in 2007 This toolkitis the result of that project
Intr
oduc
tion
and perpetrators of oppression We often re-create the relations of social powerand control that also oppress us For example one may experience oppressionbecause of female gender but at the same time experience white skin privilege
bull The ideas thoughts and beliefs of people who ldquobelongrdquo to groups that are higheston the social hierarchy create ldquodominant culturerdquo Dominant culture becomes thestandard or norm by which everyone is compared For example in Canada thedominant culture norm of womenrsquos clothing does not include wearing the hijabas a result wearing the hijab is considered unusual and abnormal
bull People who are members of privileged groups have the power to control access toresources and information This perpetuates the cycle of power and oppression forpeople who are not members of these groups People who are marginalized andexploited experience limited access to the power to shape their own past presentand future For example Canadian history has been written from the perspectiveof white skinned European descent colonialists This historical perspective isperpetuated through dominant education institutions as the only true view ofhistory
bull Not everyone from the same social group has the same experiences becausepeople have many different lived experiences When people have multiplymarginalized identities they do not merely face extra barriers their lived experi-ence is entirely different
bull Integrated anti-oppression work requires that individuals accept responsibility fortheir role in perpetrating oppression both interpersonally and systemically Tobring about change individuals and systems must be changed
How is it different from other approaches to equityA formal equality approach generally means that the rules are the same for everyone and nobodygets special considerations or favors A formal equality approach assumes that if the same rule isapplied to everyone it will produce equal results This approach is flawed because it does notrecognize differential impacts and circumstances It renders social discrimination and oppressioninvisible by insisting it either does not exist or does not matter
Cultural competence is an anti-oppression practice that encourages people to work across culturalvariations It asks individuals and organizations to focus on understanding the characteristics andneeds of ldquodiverse groupsrdquo Cultural competence encourages people to include diverse groups inexisting frameworks
This approach is limited because the dominant grouprsquos culture is accepted as the norm and diversityis identified as anything outside of those norms Often with cultural competence the dominantgroup does not critically examine its power and privilege This approach also reinforces identitypolitics and divisions between groups that are based on superficial characteristics and social mark-ers
5
IntroductionIntroduction
Another approach is substantive equality or equity which recognizes that the same rules applied toeveryone will not produce equal results because of different circumstances and socialdiscriminations at present and in the past Sometimes substantive equality tries to remedy theeffects of past discrimination by providing additional supports to those who have historically beenmarginalized Integrated anti-oppression is comparable to the substantive equality approach
Barriers and challenges to integrated anti-oppression
Working from an integrated anti-oppression framework is not easy for a variety of reasons It isimportant to acknowledge this and find ways to continue the work Here are some of the most com-mon barriers and challenges and how you can address each one
Not enough timeIn social service agencies there is always more work and limited funding In some casesorganizations have had to reduce their number of staff or number of programs Communityservice organizations have been seeing higher demands for services from people who seemto have greater and greater needs
Anti-oppression work is often thought of as work that can wait as an administrative functionrather than work that requires our full and urgent attention But policies that do not reflectintegrated anti-oppression analysis are not effective for many people This can lead to confu-sion and make it hard for organizations to proactively respond to the needs of clients volun-teers staff and communities
When we create policies using an integrated anti-oppression analysis programming willbecome more meaningful and thereby more effective This approach also helps us learn newways of doing things When the work is shared and delegated differently we can discovernew efficiencies
Not enough money to implement policy changesImplementing real change will cost money and agency budgets are already stretched thinRemember that not making changes will affect everyone in the organization The people whowill feel the pinch the least are those who have the power to make decisions about thebudget
Most organizations cannot afford to make radical changes all at once to their frameworks andprograms As with any structural change organizations need to create a plan to phase inchange The plan should include clear timelines name who is accountable and allocate fundsfrom the budget The plan should also include priorities a risk and benefit analysis of whatyou hope to achieve and steps to meet your goals
Not understanding what lsquointegrated anti-oppressionrsquo means and how to put it into practiceThere is little information and few resources about applying an integrated anti-oppressionframework Much that has been written has focused on theory more than on how to use the
6
Intr
oduc
tion
7
framework This is challenging for organizations that are inundated with direct servicedemands and have no time to develop their own materials As this work becomes morewidespread it is certain to generate more practical tools for busy agencies
Feeling overwhelmed by how broad the work isMany people doing this kind of policy work for the first time say that not having an inte-grated analysis of oppression makes it hard to change policies Organizations struggle withcompartmentalizing issues of oppression and marginalization for example we may addressracism but we donrsquot connect it to disability issues and recognize how racism impactsracialized people living with a disability Changing policies can quickly become overwhelm-ing if an organization is trying to have a different policy for each marginalized group
Integrated anti-oppression looks at how we can experience systemic oppression and per-petuate oppression at the same time in the same moment This is why the work is ongoingndash no one is an expert Being forgiving of one another can help foster an environment ofchange and learning You can do this by being open to other peoplersquos mistakes and over-sights and by noticing your own Remember that mistakes are opportunities to learn anddevelop
Being afraid of change or of losing position status privilegeWe can all expect to feel uncomfortable with change and to be afraid of losing what wehave Our society fosters feelings of instability and insecurity and encourages people to beafraid of losing what they have gained Historically marginalized groups have not had ac-cess to positions of power to the ability to make decisions or even to stable permanentfull-time positions
Systems of oppression allow some people to have success and achievement at the expenseof other people It does not have to be that way An integrated anti-oppression frameworkallows us to find ways to share access and power equally
Being afraid of not being able to accommodate everyone or of making a mistakeWhen people are afraid they can freeze and not take any action Of course everyone willmake mistakes No organizationrsquos policies are perfect examples of integrated anti-oppres-sion Nobody even knows what fully integrated anti-oppression looks like
Approach this work with honesty and integrity Build a system that allows people to ac-knowledge their limitations errors and shortcomings This will allow real change to happenConfidence will grow as knowledge and insight grow Stay committed to the work
Not having the willWorking with an integrated anti-oppression framework requires time effort commitmentand funds It asks us to be vulnerable enough to hear how we as individuals and organiza-tions oppress others in spite of our intentions Integrated anti-oppression involves workingthrough conflict and struggle This is a lot to ask But it is possible
IntroductionIntroduction
8
If we procrastinate make excuses and constantly avoid the work others may come to be-lieve that we are not committed to the work If you believe that this work is important takerisks and begin
Not having the formal power to make changesIf you do not have much formal power in the organization it will be difficult for you to be anagent of change However you can still do important work Social justice work is best donein groups Find allies and build a support network Together apply pressure to people whohave the power to change things They will find it hard to ignore a growing group of peopleIt is easier for them to disregard a single voice
Not being supported by others or doing the work aloneIt is very difficult to be the agent of change when you have little or no support from peersand colleagues If you are in this situation try to find ways for others to join the struggleEveryone will experience oppression at some point in their lives By helping them to see thatthis may make it possible for them to discover why equity is important Finding commonground is a good place to start
Everyone involved is at a different level of understandingEveryone is always at a different place in their learning People who have been anti-oppres-sion activists for years can share insights resources and information with others who arejust beginning to think about these issues Be compassionate Gently challenge yourself tokeep deepening your understanding and to help others do the same Approach everyone as apotential ally
Appl
ying
Inte
grat
ed A
nti-o
ppre
ssio
n To
Pol
icie
s
Part 2 Applying integrated anti-oppression to policies
The five steps in integrated anti-oppression policy review
Developing and revising policies can be a huge administrative task that costs a lot of money As aresult policies in community service organizations tend to stay the same for years This is a problemPolicies set out how the organization works and must be revised regularly as information changesand our knowledge grows We hope that our five-step process will make it easier to plan for andinclude integrated anti-oppression in your policy review process The five steps are
1 Set a schedule for reviewing policies
2 Create a work plan
3 Set up a Policy Review Committee
4 Review the organizationrsquos policies
5 Make recommendations
The sections below explain more about each step Appendix A includes blank copies of the forms youcan use at each step in the process
9
Applying Integrated Anti-oppression To Policies
Step 1 Set a schedule for reviewing policies
Every organization should regularly include policy review in its work plan A policy review schedulecan make sure that all of the organizationrsquos policies are examined every two or three years
The schedule should include all of your policies and say which policies will be reviewed each yearBy rotating which policies are reviewed the organizationrsquos policies will become living documentsthat change and grow as knowledge increases
Consider how many policies a committee can review in a six to eight week period Build your sched-ule to reflect the size of your organization and the number of policies you need to review
Here is a sample schedule for a small organization
Use the chart on page 26 (Appendix A) to create your policy review plan
10
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stifeneBeeyolpmEseiciloplennosreprehtO
2raeY lanoitarepO gnimmargorPtseretnIfotcilfnoC
erusolcsid-noNytilaitnedifnoCseiciloplanoitareporehtO
3raeY srotceriDfodraoB tnemtiurceRdraoBseettimmoC
laicnaniFseicilopdraoBrehtO
Appl
ying
Inte
grat
ed A
nti-o
ppre
ssio
n To
Pol
icie
s
Step 2 Create a work plan
Once you have a policy review schedule create a work-plan for the policy review process Make sureto allow enough time for a successful and meaningful review
To help create this work plan we suggest using the Framework for Policy Review and Developmentincluded as Appendix E Here is a sample of a basic work plan
Use the chart on page 27 (Appendix A) to create your workplan Use the Framework on pages 36 to40 (Appendix E) to help you develop the work plan
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otkcabtroperaedivorPsrebmemeettimmoctahtsredlohekatsdnasenilemitehtseniltuo
ctesegnahcrof
52enuJ
11
Applying Integrated Anti-oppression To Policies
Step 3 Set up a Policy Review Committee
Often people think that committees are a cumbersome and time-consuming way to work Howeverworking with a diverse group is the best way to build integrated anti-oppression into the organiza-tionrsquos policies
You will need to decide the size of your policy review committee It should be large enough to includea variety of perspectives but not so large that it will be difficult to complete its work in the time setfor the process Remember to think about how many people the budget can accommodate and whoshould be represented
Committee members will have access to sensitive and confidential material For this reason theymust agree to confidentiality and sign a letter that outlines this agreement
Inviting members to joinInvite or recruit members from the community and from within the organization You should
bull use accessible language and formats in your invitationbull invite people to join well before the committee starts its work andbull give people clear information about what you expect from the committee what their
responsibilities will be and how much time the committees work will take
Who should be on the committeeMake sure that the committee reflects diverse identities and has representation from people whodo not traditionally have decision making power
bull the majority of the committee should identify as racialized or aboriginalbull the majority of the committee should be people who have no or little decision-making
power in the organizationbull all committee members should identify part of their social location as a member of a
marginalized group andbull as a whole the committee should represent the demographic of people who use the
organizationrsquos service
Make sure that your committee includes representation from people who will be impacted by thepolicy such as
bull community members including service usersbull Volunteersbull Frontline staffbull Managementbull Board
People who sit on behalf of the Board of Directors and management must be able to make decisionsand speak on behalf of the decision-makers they represent Make sure they are clear about whatprocess they should use to check in and communicate with the board or management
Supporting the committeeThe organization must fully fund the participation of all committee members This includes moneyfor transportation child care interpretation accessible space and attendant care An honorariumshould be given to committee members who are community members
12
Appl
ying
Inte
grat
ed A
nti-o
ppre
ssio
n To
Pol
icie
s
Ideally the organization shouldbull Provide financial support to everyone without stigmatizing those members who are
poor or who identify as marginalized socio-economically In addition the organizationmust work with members who receive social assistance to make sure that they arenot penalized for any financial support they get for doing this work Perhaps one ofthe first policies the committee could review is the Honorarium policy or the policiesabout Committee Membership
bull Supply a resource person to the committee Their role is toi keep notes of the meetingsii make notes about recommendations for how policies should be revisediii research legislative benchmarks human rights provisions employment
standards and any other matters as needediv create information packages for committee members that include relevant
internal documents such as complaints salary and benefit grids and collec-tive agreements
v report back to the organization on the committeersquos progress or on issues thatneed broader discussion
If this person is a staff person with other responsibilities they should be given timeto work on this process Committee work should not be added on to their otherduties and squeezed in when possible Allocating staff time for this work is one wayto make sure it has priority within the organization
bull Develop terms of reference for the committee It should include a statement of thecommitteersquos mandate The terms of reference should include details of the scopeand boundaries of the work the timelines and the responsibilities of the committeeas a whole and of the facilitators (See Appendix B for sample terms of reference)
bull Ensure all committee members have a copy of the organizationrsquos anti-discriminationandor anti-harassment policy In addition consider developing some guidelines forconflict resolution (see Appendix C for a sample of conflict resolution guidelines )
bull Develop an agenda for the meetings For the first meeting the agenda should in-clude
i choosing a facilitator and co-facilitatorii reviewing the terms of referenceiii introduction to the process and each otheriv schedule of meetingsv introduction to the package of materialsvi expectations and role of the committeevii discussion about the power differences between committee members and how the committee should be mindful of this while making decisionsviii guidelines for decision making (see Appendix D for a sample of a decision making chart)
Ask the committee members to provide feedback on their experiences working on this projectafter they go through the whole policy review process This will support the organization toidentify and alleviate barriers and improve the process for the next round
13
Applying Integrated Anti-oppression To Policies
Step 4 Review the organizationrsquos policies
Once the committee is ready to begin work it should review each policy We have developed ques-tionnaires to help facilitate discussion of the three vital questions at this stage of the processnamely
bull how accessible is the policybull how are different people affected by the policybull how can the policies be changed to truly include everyone
Blank copies of these questionnaires are included in Appendix A
To help you understand how to use these tools we have included questionnaires that have beencompleted in response to the following policy provided by Springtide Resources Please note thatthis is an old version of one of our policies Springtide Resources has recently used the integratedanti-oppression framework to update all of its policies
Sample policy ndash PAID HOLIDAYS(from Education Wife Assault (EWA)ndash the name for Springtide Resources before 2006)
EWA staff will be paid for ten statutory holidaysNew Yearrsquos Day Canada day Thanksgiving Day BoxingDay Good Friday Christmas Day Labor Day Victoria DayEaster Monday Civic Holiday
A religious holiday of the employeersquos choice may be substituted forEaster Monday
Permanent part-time staff who work 21 hours a week are entitled to allstatutory holidays
Building Closure
When the EWA offices are closed between Christmas and New Yearrsquosemployees will be paid for these days
14
Appl
ying
Inte
grat
ed A
nti-o
ppre
ssio
n To
Pol
icie
s
How accessible are your policiesThe questions in this section are designed to help you think about whether the policy documents areaccessible ldquoAccessiblerdquo includes where the policy is physically located its format and how mean-ingful the policy is The best policies will be representative and make sense to a variety of users
To make policies accessible you should aim toKeep the policies in a place where anyone who wants to read them can access themwithout barriersMake sure that the policies can be and are translated into different and appropriatelanguage and cultural interpretations as well as physical formatsUse language that is clear and direct rather than full of jargonUse wording that makes the policy intentions easy to understandHave a clear statement about who the policy applies to and who is responsible forputting it into practiceBeing flexible in the policy to allow for different cultural beliefs and values unlessthere are legal reasons to limit your flexibility
Questions for discussionTo check your policies for accessibility use these questions in your discussion
1 Is the policy in a barrier-free location
2 Is the policy available in different formats Do we invite comment about the format
3 Is the policy written in language that is easy for most clients and all staff to understand Lookfor jargon that only makes sense to workers in your organization but is not recognized by others
4 Can the policy be easily translated to other languages
5 Does the policy say who it affects Does it say who is responsible for implementing it
6 Does the policy reflect various cultural beliefs and values This question can lead to a toughdiscussion about cultural beliefs and values that may undermine social equity There are nofast and easy answers but again the policies should be living documents that change and adaptto our new information and knowledge about difference
7 If there is a process in the policy are the steps flexible and adaptable to accommodate differ-ences
8 Does the policy invite people to give feedback and comments about what it says
Record your decisions on the form ldquoHow accessible is this policyrdquo This form is on page 28 (AppendixA)
15
Applying Integrated Anti-oppression To Policies
Here is how we used our questionnaire to assess our policy about Paid Holidays
How accessible is this policy
16
seYsdeeN
krownoitnettAfosaerA
aniycilopehtsInoitacoleerf-reirrab
X ehtnoyllacinortceleelbaliavaylnOrevres
seicilopehtsseccanacffatsylnO
tnereffidnielbaliavaycilopehtsIstamrof
ehttuobatnemmocetivniewoDtamrof
X
X
ffodetnirpnehw-tnirpnielbaliavaylnOrevreseht
enoynamorfkcabdeefdeticilostnevaH
egaugnalninettirwycilopehtsIdnatsrednuotysaesitaht
X yrotutatSeinograjemossesUdetlitssiegaugnaL
nepogninaemehtsevaelegaugnalemoSnoitaterpretniot
ylisaeebycilopehtnaCsegaugnalrehtootdetalsnart
X
tiohwyasycilopehtseoDstceffa
rofelbisnopsersiohwyastiseoDtignitnemelpmi
X seeyolpmednaffatsemit-trapseifitnedIrofelbisnopsersiohwyfitneditonseoD
noitatnemelpmieraffatsrehtowohyfitneditonseoD
detceffa
suoiravtcelferycilopehtseoDseulavdnasfeileblarutluc
X emitdiaptegelpoepdnadesolcsieciffOsyadilohnaitsirhCrofffo
rosnoitarbeleclarutlucsyadilohrehtOdenoitnemtoneraslautir
ycilopehtnissecorpasierehtfIdnaelbixelfspetsehtera
etadommoccaotelbatpadasecnereffid
X dewollasinoitutitsbusenO
otelpoepetivniycilopehtseoDstnemmocdnakcabdeefevig
syastitahwtuoba
X gniydemeryfitneditonseodycilopehTspets
wohyfitnedirokcabdeefticilostonseoDsmelborpehtsserddaot
Appl
ying
Inte
grat
ed A
nti-o
ppre
ssio
n To
Pol
icie
s
How do our policies affect different peopleThe questions in this section are designed to facilitate discussion about the impacts of policies ondiverse lived experiences Some questions can be answered with yes or no responses and othersrequire more information The term ldquoimpactrdquo in this context is used in a broad sense to refer to bothbenefits and restrictions
To consider how people are affected you should aim for a policy thataffects people equitablyincorporates values that are of similar importance for people with different livedexperiencessays what it does not do and outlines steps to changewas created with input from the range of people who are affected by it
Questions for discussionTo check how your policies affect different people use these questions in your discussion
1 How has the policy been implemented What procedures and practices have resulted
2 Who benefits from this policy How
3 Who does not benefit How
4 What are the barriers to equitable impacts What are the kinds of barriers (legislated finan-cial etc)
Record your decisions on the form ldquoHow does this policy affect different peoplerdquo This form is onpage 29 (Appendix A)
17
Applying Integrated Anti-oppression To Policies
Here is how we used this questionnaire to assess our policy about Paid Holidays
How does this policy affect different people
noitseuQ noitnettAfosaerA
detnemelpmineebycilopehtsahwoHevahsecitcarpdnaserudecorptahW
detluser
ecitcarP rosivrepusriehttelyllabrevffatSasekamdnasyadilohgnihctiwserayehtwonk
teehsemitrehnoetonecitcarP diaprofelbigiletoneraohwffats
krowtsumsyadtatsnokrowotesoohcohwroemitemohmorf
enoyreveerusneotroycnetsisnocrofserudecorpoNycilopehtwollofotwohswonk
ycilopsihtmorfstifenebohW
woH
syadilohnaitsirhCetarbelecohwffatS
tegyehTohwsrehtohtiwyojneotffoemitdiap-
syadilohlarutlucrosuoigilerralimisetarbelecemocnitsolon-
tifenebtonseodohW
woH
yehtesuacebetarbelectonodohwffatSdesolcerasrehtoynamnehwkrowodotyrt-secifforehtoynamnehwffoemitekattsum-
nepoeraffoemittegotelggurtstsum-
yehtesuacebelbigiletoneraohwffatSdnaemocnignisolneewtebesoohctsum-
)etarbelecyehtfi(yadilohnokrowotgnivah
otsreirrabehtyfitnediuoynaCyehteraepyttahWstcapmielbatiuqe
)ctelaicnanifdetalsigel(
ffoemitdiapdetalsigeL
llaevigotdroffatonnac-stniartserlaicnaniFffoemitdiapffats
tnemucodotecalpniserudecorpevahotevaHsesoprupytilibailrofstnemegnarraevitanretla
dnasnoitseuqstnemmoctahWycilopsihttuobaevahelpoepodstnialpmoc
serudecorpdnasecitcarpehtrodetaercsahycilopsihttaht
ytinummocsresuecivresffatsehtodtahWsihttuobayassreetnulovrosrebmem
ycilop
ynaedivorpdluohsnoitazinagroehTdnalamroftuobaevahyehtnoitamrofni
ehtotycilopsihttuobastnialpmoclamrofniweiverrofeettimmoCyciloP
18
Appl
ying
Inte
grat
ed A
nti-o
ppre
ssio
n To
Pol
icie
s
What are the gaps in policy and what can we do to make changesThe questions in this section are exploratory to help begin discussions to identify gaps and generateideas for change Use a flipchart with the questions as headers This will allow everyone to contrib-ute and build on the information and ideas
Questions for discussion
1 Does the policy recognize and identify how different people will be affected
2 Is the policy flexible enough to respond to the different lived experience that people have
3 If the policy is not flexible does it say what the organization will do to change this Does theplan for change include timelines
4 Does the policy say how people can give input or feedback about how the policy affectsthem What comments questions and complaints do people have about this policy or thepractices and procedures that this policy has created
5 Does the policy include diverse cultural norms and values What are they
Record your decisions on the form ldquoPolicy gaps and what we can dordquo This form is on page 30 (Ap-pendix A)
19
Applying Integrated Anti-oppression To Policies
Here is how we used this questionnaire to assess our policy about Paid Holidays
Policy gaps and what we can do
20
seYsdeeN
krownoitnettAfoaerA
tnereffidwohyasycilopehtseoDdetceffaeblliwelpoep
X ybstcapmilaitnereffidseifitneditIdnaffatsemittrapgnigdelwonkca
-retsaEetarbelectonodohwesohtsrehtoon
othguoneelbixelfycilopehtsIdeviltnereffidehtotdnopser
evahelpoeptahtsecneirepxe
X ehtotsseccaffatsemittrapsreffOylno-ffoemityadilohnaitsirhCdiap
)sruoh12revo(ffatsemittrapniatrecdeifitnedisrehtoon-
tiseodelbixelftonsiycilopehtfIodlliwnoitazinagroehttahwyas
sihtegnahcot
edulcniegnahcrofnalpehtseoDsenilemit
X
X
oN
oN
elpoepwohyasycilopehtseoDtuobakcabdeefrotupnievignac
mehtstceffaycilopehtwoh
X deticilostonsinoitamrofnioN
esrevidedulcniycilopehtseoDseulavdnasmronlarutluc
yehteratahW
X ssalcfonoitingoceremossierehTotsrekrowemittraprof-seussi
emostifenebyadilohsuoigilerenosierehT
emos-dewollanoitutitsbusecnereffidfonoitingocer
Appl
ying
Inte
grat
ed A
nti-o
ppre
ssio
n To
Pol
icie
s
Step 5 Make recommendations
Once the committee has assessed the policies it must create a report that outlines its recommenda-tions The report should summarize how each policy could be improved To come up with recommen-dations for improving each policy the committee can review comments from the questionnaires
The main question in this step of the process is What would improve this policy so that it inte-grates anti-oppressive practice Use flipchart paper to record ideas This allows committee mem-bers to share information and build upon each otherrsquos ideas
Facilitate the discussionThere will be different perspectives and ideas about what changes will benefit people and how toaccomplish these changes Because of this there is potential for conflict Here are some hints tohelp make sure that this discussion will lead to recommendations that can help your organization
Ask the committee to choose a facilitator for the discussion Their role isto support everyone in being heardto solicit all ideas and perspectivesto make sure that opposing viewpoints or challenges are given and received in afriendly and open mannerto help the committee build consensus andto finalize recommendations
The facilitator should not offer ideas to the discussion Their role is to help make sure all of thecommitteersquos ideas are recorded The organization may choose to hire an outside facilitator for thispart of the discussion
Have the facilitator review the committeersquos Terms of Reference and Conflict Guidelines Remindeveryone that this is ongoing work
Write a reportFor each policy the committee should write a recommendations report
This report has three columns
Write the committeersquos recommendations in the left-hand column The recommendations may rangefrom fairly simple to quite complex They can be one-time actions or multi-staged changes
The committee should leave the two columns on the right empty ndash these will be filled out by deci-sion-makers in the organization They will review the recommendations and decide what to do withthem
noitadnemmoceR elbisnopsersiohW enilemiT
21
Applying Integrated Anti-oppression To Policies
Assessing the recommendationsAs soon as possible the decision-makers in the organization should review the recommendationsand fill out the right-hand columns of the recommendations report The management or Board ofDirectors must decide Who is responsible They must also set a Timeline
The organization is not required to act immediately on all of the committeersquos recommendationsSome recommendations may not be possible or viable in the immediate future and may need longerterm planning
To decide how to implement the recommendations the decision-makers should considerbull how urgent the issue isbull the workloads of the staff involved in changing the policybull the fiscal timingbull what research the organizations needs andbull how much time the organization needs to prepare
For example a policy change that does not involve employment standards or financial supports couldbe implemented fairly quickly A policy change that involves rewriting translating and adaptingpolicies will takes time so it may not be implemented until well after the organization has finishedtaking care of its year-end reporting responsibilities
Once the Board or management has done this work they should give copies of their completedreport to every member of the committee and to all staff volunteers and community members whoare affected by the policy This helps keep the policy process open and helps people feel that thepolicy process is collaborative among everyone in the organization
Use the ldquoReport of recommendationsrdquo chart on page 31 (Appendix A) to record your decisions
22
Appl
ying
Inte
grat
ed A
nti-o
ppre
ssio
n To
Pol
icie
s
Here is a sample report of recommendations
Report of recommendations
23
noitadnemmoceR elbisnopsersiohW enilemiT
diapwollaottnemetatsycilopegnahCsuoigileraevahtahtsyadilohyrotutats
yllacificepsnoitcennoclarutlucroyadirFdooGyaDgnixoByaDsamtsirhC
otyaDsraeYweNdnayadnoMretsaErosuoigilerhtiwdegnahcxeeb
toneratahtsetadtnatropmiyllarutlucsdradnatstnemyolpmeehtnideifitnedi
tca
ehtfoeettimmoCyciloPsrotceriDfodraoBrotceriDevitucexE
shtnom6nihtiW
neewtebeciffoehtesolctonoDdaetsnIsraeYweNdnasamtsirhC
tahtsyadretaolfsaesohtreffoyehtrevenehwekatnacseeyolpme
esoohc
ehtfoeettimmoCyciloPsrotceriDfodraoBrotceriDevitucexE
shtnom6nihtiWtxenehterofeb(
)erusolc
nitnemyolpmefoslevelehtllayfitnedItcartnocsahcusnoitazinagroeht
sruoh12nahtsselemit-trapsrekrowrofseifilauqhcaerehtehwyfitnedIcte
ffoemitdiap
ehtfoeettimmoCyciloPsrotceriDfodraoB
shtnom3nihtiW
hcussmretniatrecfosnoitinifedddAycilopehtotsyadilohyrotutatssa
oiratnOehtotecnereferekaMtahtnoitalugeRsdradnatStnemyolpmE
ycilopsihtstceffa
ehtfoeettimmoCyciloPsrotceriDfodraoB
shtnom3nihtiW
ycilopehtfoypocdrahatuotnirPseiciloprehtohtiwrednibanitituP
siohwenoyreveerehwrednibehtecalPdnatisseccanacycilopehtybdetceffa
tidaer
rotceriDevitucexEsreganaMmargorP
shtnom3nihtiW
emitynanisyadfoegnahcxeedulcnIswonkenoyrevetahtoserudecorpffo
odottahw
rotceriDevitucexEsreganaMmargorP
shtnom6nihtiW
Appendices
Part 3 Appendices
Appendix A Forms
Appendix B Sample Terms of Reference
Appendix C Sample Conflict Resolution Guidelines
Appendix D Sample Decision Making Chart
Appendix E Framework for policy development and review
Appendix F Glossary of Anti-Oppression Terms
Appendix G Focus Group Findings
Appendix H References
24
Appe
ndic
es
Appendix A Forms
bull Plan for policy reviewbull Work planbull How accessible is this policybull How does this policy affect different peoplebull Policy gaps and what we can dobull Report of recommendations
25
Appendices
Plan for policy review
26
etaD aerA weiverotseicilopfotsiL
1raeY
2raeY
3raeY
Appe
ndic
es
Work plan
otsdeentahWneppah
siohWelbisnopser
sksaT eniLemiT
27
Appendices
How accessible is this policy
seYsdeeN
krownoitnettAfosaerA
aniycilopehtsInoitacoleerf-reirrab
nielbaliavaycilopehtsIstamroftnereffid
tuobatnemmocetivniewoDtamrofeht
ninettirwycilopehtsIrofysaesitahtegaugnal
dnatsrednuotstneilctsom
ylisaeebycilopehtnaCrehtootdetalsnart
segaugnal
tiohwyasycilopehtseoDstceffa
siohwyastiseoDrofelbisnopser
tignitnemelpmi
suoiravtcelferycilopehtseoDseulavdnasfeileblarutluc
ehtnissecorpasierehtfIspetsehteraycilop
otelbatpadadnaelbixelfsecnereffidetadommocca
etivniycilopehtseoDkcabdeefevigotelpoep
tahwtuobastnemmocdnasyasti
28
Appe
ndic
es
How does this policy affect different people
snoitseuQ noitnettAfosaerA
neebycilopehtsahwoHdetnemelpmi
evahsecitcarpdnaserudecorptahWdetluser
ycilopsihtmorfstifenebohW
woH
tifenebtonseodohW
woH
otsreirrabehtyfitnediuoynaCeraepyttahWstcapmielbatiuqe
)ctelaicnanifdetalsigel(yeht
dnasnoitseuqstnemmoctahWsihttuobaevahelpoepodstnialpmocserudecorpdnasecitcarpehtroycilop
detaercsahycilopsihttaht
ecivresffatsehtodtahWrosrebmemytinummocsresu
ycilopsihttuobayassreetnulov
29
Appendices
Policy gaps and what we can do
seYsdeeN
krownoitnettAfosaerA
wohyasycilopehtseoDeblliwelpoeptnereffid
detceffa
lliwelpoeptahttimdatiseoDsyawtnereffidnidetceffaeb
hguoneelbixelfycilopehtsItnereffidehtotdnopserot
elpoeptahtsecneirepxedevilevah
elbixelftonsiycilopehtfIehttahwyastiseod
otodlliwnoitazinagrosihtegnahc
egnahcrofnalpehtseoDsenilemitedulcni
wohyasycilopehtseoDrotupnievignacelpoepehtwohtuobakcabdeef
mehtstceffaycilop
edulcniycilopehtseoDdnasmronlarutlucesrevid
seulav
yehteratahW
30
Appe
ndic
es
Report of recommendations
noitadnemmoceR siohWelbisnopser
enilemiT
31
Appendices
Appendix B Sample Terms of Reference ndash Policy Review Committee
PreambleINSERT YOUR ORGANIZATION NAME is committed to applying an integrated anti-oppression frame-work to all undertakings of the organization To that end the organization will ensure that all poli-cies will be regularly reviewed and updated to reflect an integrated anti-oppression perspective
MandateThe mandate of the Policy Review Committee is to review the policies listed below with the objectiveof providing the organization with feedback and recommendations as to how the policies can betterreflect an integrated anti-oppression analysis The committee may also recommend the deletion oraddition of policies in this process
Type of Committee
The Policy Review Committee is a short term project based committee composed of communitymembers from the service area of YOUR ORGANIZATION NAME and frontline staff managementvolunteers Board and people who have accessed our service
Composition
Members should self-identify in one or more of the following waysbull racialized or aboriginalbull people who have little or no decision making power in the organization including service usersbull members of a marginalized groupbull representative of the demographic of organizationrsquos community
Timeline
The committee will complete the said work in a period of not longer than INSERT DATE HERE (3months from the start date of the review)
Deliverables Recommendations Report
Scope
Committee members shall have access to the policies of the organization mission statement by-laws salary grids collective agreements board meeting minutes complaints received strategicplan and all other relevant documents with the exception of the followingbull personnel filesbull in-camera Board meeting minutesbull client filesbull private legal material
32
Appe
ndic
es
Appendix C Sample Conflict Resolution Guidelines ndash Policy ReviewCommittee
PrinciplesIt is in places of conflict that the potential for change exists Conflicting ideas beliefs and valueswill ensure a rich dialogue and essential learning opportunities for everyone Committee membersare charged with reminding themselves that the committee exists in the service of the organizationwith the ultimate goal of better serving the community Each person on the committee has theresponsibility to deal directly with each other and commit to engaging with each other as allies inthis work
The organization will endeavor to assemble the relevant material that will be useful in meeting theobjectives of the committee prior to the beginning of the project and will ensure that any relevantmaterials will be delivered to the committee as quickly as possible
The decisions and recommendations of the committee do not bind the organization into action TheBoard of Directors andor Executive Director of the organization will review the recommendations ofthe committee and ultimately decide what can be instituted
Budget and Additional Resources
The Policy Review Committee has a budget of $$$$$ The budget will cover the committee costs- member expenses childcare travel long distance calls honorarium- meeting expenses accessible meeting room refreshments conference calls- accessibility expenses ASL interpretation note taking attendant care- supplies photocopying office supplies
Staff resource- maintain minutes and discussion notes for the committee- retrieve documents that the committee requires- assist in organizing meetings and refreshments for meetings
Meetings
Meetings will be held at an accessible meeting space ndash onsite at the organization if possible
The committee is responsible to elect co-chairpersons during the first committee meetingThe responsibilities of the co-chairs in consultation with the whole committee are tobull organize meetingsbull develop the agendabull organize committee communicationbull keep committee members on taskbull organize the completion of the final reportbull maintain communication with the organization including updates requests concerns etc
33
Appendices
34
Remember that resolving conflict does not necessarily mean that a person will change their view-point or opinion A resolution of conflict implies that each party has had the opportunity to sharetheir perspective be heard have opportunity for discussion and then have closure
How we deal with our colleagues when we have a different opinion or viewpoint can either open usup to new learning or shut us down The following are some key points to keep in mind
i Recognize that conflict is a healthy part of communication if all parties understand theirresponsibilities in the process
ii Parties should approach the process with the idea of creating a learning environmentiii Parties should be prepared to listen to each other ndash that is really listen without interrupt-
ing or preparing your argument in your headiv If you are challenging a statement made by another person ndash it is important to state
concisely where you believe the problem lies and if it furthers the learning moment tostate the impact on yourself
v Do not belabor the point or make comments about the otherrsquos motivation for the state-ment (ie They are ignorant bigoted etc)
vi The person who has been challenged should take away the information to think aboutwhere their learning lies ndash the statement back to the challenger should include how youwill approach the information that was shared with you from the other person
vii If you do not agree with the challengerrsquos view ndash further dialogue may be necessaryviii State your own view and where you believe the problem liesix Each person is responsible to think critically about the otherrsquos view with a goal of finding
common ground andor compromise andor the decision to agree to disagree ndash which isallowing space for differing points of view
x It is important that both parties do not disengage from the process by complaining orexpressing dissatisfaction about the other person to other people ndash that kind of behaviorlowers the integrity of the process and the party who engages in it
xi Try to understand each otherrsquos perspective without judging the person or making assump-tions about each other
Co-chairs responsibilitiesbull reminding members of the guidelines of conflict resolutionbull arranging time in the agenda to address conflict in the groupbull mediating conversations between the parties in conflictbull negotiating resolutionbull If the conflict is in regards to making a decision The co-chairs should refer to the decision
making guidelines
The guidelines presented above should not be used in situation of discrimination and abuse Inthose situations the committee should follow the procedures in the organizations anti-discriminationor anti-harassment policies
Appe
ndic
es
35
snoitpO snosaeRstifeneBrof
snosaeRsmelborPtsniagA
puorGnoisiceD
rofsnosaeRnoisiceD
Appendix D Sample Decision Making Chart ndash Policy Review Committee
Appendices
36
App
endi
x E
Fra
mew
ork
for p
olic
y re
view
and
dev
elop
men
t
We
deve
lope
d th
is fr
amew
ork
duri
ng th
e fir
st p
hase
of t
his
proj
ect
Its
purp
ose
is to
hel
p or
gani
zatio
ns u
se a
n in
tegr
ated
ant
i-opp
ress
ion
fram
ewor
k ap
proa
ch w
hen
revi
ewin
g an
d de
velo
ping
pol
icie
s
NOITSE
UQ
EG
NELLAH
CES
NOPSE
R
esoprupeht
sitah
Wrodna
ycilopsiht
foerudecorp
erusneotyrassecen
siycilop
aneh
wwonk
ottluciffid
ebn ac
tIruoy
tahterusne
otdna
seicilopyna
moot
gnitaercton
erauoy
ehtgniyfitnedI
stnemetats
gnitcilfnocgnika
mton
e raseicilop
edivorpsalle
wsa
sllaftipeseht
diovapleh
nacesoprup
otyrassecen
eblliw
serudecorptah
wdna
wohot
sanoi tcerid
esoprupeht
teem
bull bull bull bull
ycilopeht
rofelanoitar
ehtedivorP
tnetniytiuqe
ehtyfitnedi
ylraelCseitilibisnopser
evitalsigelyfitnedI
)s(ycilopetairporppa
ehtot
serudecorpkniL
tifycilop
ehtseo
Dycnega
ehtnihti
wnoissi
metad nam
rodnatne
metatsseulav
fotne
metatssfeileb
dna
woH
dnaetadna
mrieht
eniltuotaht
stnemetats
evahseicnega
ynaM
roFetadna
meht
teemlli
wyeht
wohtuoba
sfeilebrieht
elpmaxe
nasi
nemo
wllatsniaga
ecneloivlladne
otelpmaxe
er usneneht
tsum
wolloftaht
seiciloPtne
metatsnoissi
ma
fotsniaga
ecneloivgnitauteprep
tonsi
noitazinagroeht
tahtnoisserppo
ronoisulcxe
fomrof
ehtni
nemo
w
bull bull bull bull bull
fotne
metatsstnemucod
tnavelerllaweiveR
ctetnemetats
noissimetadna
msfeilebeht
stroppusycilop
ehtfi
enimrete
Detadna
mnoissim
seitiugibma
ehtyfitnedI
seulaveht
htiw
st sartnocycilop
ehtfi
enimrete
Dnoitazinagro
ehtfo
ycilopeht
oteka
mnac
uoysegnahc
ehtyfitnedI
tievorp
miot
tifyc ilop
ehtseo
Deht
htiw
snoitazinagronoitisoplacitilop
wo
H
tahtnoitisop
nasitrapa
naem
tonseod
noitisoplacitilopA
ynamrehtaR
ytraplacitilopralucitrap
astroppus
seussiralucitrap
nosnoitisopdepoleved
evahsnoitazinagro
noitazinagrotsini
mefa
ebya
mnoitazinagro
ruoyelp
maxeroF
dluow
serudecorpdna
seicilopruoy
noitazinagrotsini
mefa
sAytiuqe
yapeikro
wemarf
ytilauqesna
mow
awollof
ctestifenebrevigeracyli
mafdednapxe
bull bull
snoitisoplanoitazinagroeht
ssucsiddna
yfitnedItub
nettirwnu
erataht
seussilaicosgnidrager
esohtfo
emoS
noitazinagroruoy
nihtiw
tsixeyap
msireetnulovsvrobal
diapedulcniya
mcteseussi
htlaehlatnemytiuqe
-tne
metatsfeileb
aot
snoitisopetairporppa
ddAtsixe
tonseod
enofi
enoetaerc
ro
Appe
ndic
es
37
NOITSE
UQ
EG
NELLAH
CES
NOPSE
R
teem
ycilopeht
seoD
sdradnatsmu
minim
noitalsigelrobal
fosthgir
namuh
ycavirpnoitalsigelrednufnoit alsigel
dnastne
meergalautcartnoc
rehtostne
meerga
mehtdeecxe
tiseo
D
lautcartnocdna
evitalsigeltee
mylraelc
dluohsseiciloP
nettirw
si)noitalsigel
ytiuqeneve(
noitalsigeLseitilibisnopser
ehtno
desabsi
tahtkro
wemarf
erutluctnani
moda
morfeht
tcetorpot
keesyehT
spuorgsuonego
mohfo
noitpmussa
elpoepfo
sthgireht
ecnavdatonelpoep
dezilanigram
fosthgir
dnoyebog
dluohsseicilopkro
wemarflanoitcesretni
naylppa
oTsdradnatsla
minim
bull bull bull bull
snoitazinagroeht
dnatsrednudna
weiveR
waleht
rednuseitilibisnopser
seitilibisnopserdnatsrednu
dnastcartnoc
weiveRstcartnoc
fos
mreteht
rednullaf
snoitatcepxemu
minim
ehtereh
wyfitnedI
sseccaot
tnemevorp
midna
tnemecnavda
fot rohs
ytiuqedna
lauqetroppus
nacnoitazinagro
ruoysya
wyfitnedI
ytinutroppo
sihtseod
woH
erudecorpycilopeht
tc apmi
snoitazinagrotegdub
fI
mehttne
melpmi
ottcap
miyrategdub
evahod
seicilopyna
Mot
elbissopmi
emoceblli
wycilop
ehtdezingocer
tonsi
sihttub
ycilopdab
asi
tiesuaceb
ton-
dedracsideb
dnawollof
rofdetnuocca
tonere
wnoitatne
melpmi
fostsoc
ehtesuaceb
bull bull bull bull
htiw
detaicossastsoc
ehtllayfitnedI
ycilopeht
fonoitatne
melpmi
ralugerfo
trapera
stsoceht
erehw
yfitnedIedulcni
dluow
reganam
foyralaSei
-ssenisub
noisivrepusffats
stsoclanoitiddayfitne dI
ylgnidroccategduB
otelbisnopser
sioh
Wsi
ycilopsiht
erusnedna
dootsrednudecrofne
elbisnopsersi
ohw
etatsylraelc
tsum
serudecorpdna
seiciloPhcaEssenevitceffe
gnitaulavedna
gnirotinomtuo
gniyrracrof
detatsylraelc
e bdluohs
elorsnosrep
bull bull
diapnudna
diapfo
selorsuoirav
ehtyfitnedI
noitazinagroeht
fosreb
mem
ehttuo
yrraclliw
ohw
srebme
meht
yfitnedIsreb
mem
ehtetaulave
dnaesivrepusserudecorp
ycilopeht
etaulavedna
weiveretaerc
Appendices
38
NOIT
SE
UQ
EG
NELL
AH
CE
SN
OP
SE
R
eht
sita
hW
rof
msina
hcem
lacitirctnial
pm
ockca
bdeef
tegtaht
stnemucod
gnivileb
dluohsserudecorp
dnaseiciloP
ottnatrop
misi
tieroferehT
sevorpmi
gninraelruo
saretteb
rokcabdeef
edivorpnac
detceffaesoht
wohetats
yl raelcro
elbaeganamnu
evitceffenievorp
yehtneh
wfinialp
mocevisserppo
bull bull bull
seifitnediylraelc
tahtycilop
stnialpmoc
aetaer
Csreb
mem
diapnudna
diaprof
ssecorpeht
srebme
mytinu
mmoc
dnastneilcsresu
ecivrestI
elbisseccas i
ssecorpstnialp
moceht
erusnEyllacisyhp
nacsklof
erehw
decalpeb
dluohselbissecca
tnereffidni
dereffodna
tissecca
nialpraelc
ninettir
web
osladluohs
tIsta
mrofelpoep
ybdessecca
ebnac
titaht
osegaugnal
slevelycaretil
suoir avhti
wycilop
ehtrof
kcabdeefrof
ssecorpeht
yfitnedI
weiver
eb
ycilo
pe
htlli
ww
oH
otdetaci
nu
mm
oce
blli
wo
hw
eso
ht ti
yb
detceffa
ehtyb
detceffeesoht
llaot
tnediveeb
dluohscorpseiciloP
tnatropmi
sinoitacinu
mmoc
fonalp
agnitaer
Cse
moctuobull bull bull bull bull bull
elbisnopsereb
lliw
ohw
elpoepeht
folla
yfitnedIeb
lliw
ohw
esohtdna
noitatnemelp
mirof
noitatnem elp
mieht
ybdetcap
misdnik
tnereffideht
sseccafo
stniopeht
yfitnedIyrassecen
sseccafo
sepytdna
noitatnemelp
mirof
elbisnopseresoht
llaerusnE
seitilibisnopserrieht
tuobaraelc
eraot
ycilopetacinu
mmoc
otnalp
ehtyfitnedI
s rebme
mytinu
mmoc
dnastneilcsresu
ecivresrehto
dnaegaugnal
ycaretilsserdd
Aseussi
ytilibisseccaseussi
eseh tsserdda
otnalp
aetaer
C
Appe
ndic
es
39
NOITSE
UQ
EG
NELLAH
CES
NOPSE
R
weivereht
sitah
Weludehcs
ehtodlli
woh
W
weiver
deweiver
ebdluohs
stnemucod
gnivilsa
serudecorpdna
seiciloPdluohs
ssecorpehT
tnemevorp
mirof
yltnetsisnocdna
ylralugernI
kcabdeefrof
ytinutroppoedivorp
otsa
oseludehcs
aedulcni
dnaseicilop
ehtyb
detceffaesohtlla
morftupni
tegot
redrotahtnesohc
rodetov
ebdluohs
sreweiver
fomaet
aserudecorp
sevitcepsrepfo
esabdaorb
atneserper
bull bull bull
roylraey-
seicilopfo
weiverrof
enile
mita
teSylraey-ib
ebdluohs
tahtspuorg
redlohekatseht
yfitnedIytisrevid
otnoitnetta
htiw
weivereht
nidevlovni
dnassenevitceffe
ehtssessa
otsloot
edivorPycilop
hcaefo
ytiuqe
ycilopsiht
seoD
egnellahclahcrairtap
laicosevisserppo
wo
Hs
mron
gnignellahcflesti
nisi
krowe
marfdetargetni
nagniylppA
neebevah
sufo
ynam
sareve
woHs
mronerutluc
tnanimod
morftrats
dluohse
wsdradnats
naciremA
htroN
ybdenoitidnoc
nide
marfeblli
wserudecorp
dnaseicilop
ruotaht
esimerp
ehtksa
otevah
ew
eroferehTsfeileb
dnaseulav
erutluctnani
modgnidlohpu
tonera
ew
erusnetaht
snoitseuqfo
seiresa
sevle sruonoisserppo
fos
metsysdehcnertne
bull bull bull bull bull bull bull
noisserppodna
yhcrairtapfo
seussieht
yfitnedIycilop
hcaeni
tnerehninihti
wseussi
esehtegnellahc
otwoh
ezigetartSnoitazinagro
ruoygnika
mnoisiced
ehtni
ycnerapsnarteht
weiveRsessecorp
seodtah
Weisevlesruoyrof
snoitseuqetaerC
noitazinagroruo
niekil
koolre
wopycilop
ehtmorf
stifeneboh
wyfitnedI
revore
wopa
dlohpuseicilop
hcihw
enimrete
Dkro
wemarf
emit-lluf
derihsteg
ohWei
-snoitseuq
ksAsi
erehW
denimreted
sihtsi
woH
emit-trap
senimreted
ohW
tegdubeht
nitneps
yenom
seitiroirp
Appendices
40
NOITSE
UQ
EG
NELLAH
CES
NOPSE
R
ehteblli
wtah
Wno
tcapmilaitnereffid
spuorgdezilanigra
m
dnatsrednuot
tnatropmi
sitI
emas
ehtnae
mton
seodlauqEyfitnedi
otspuorg
tnereffidno
seicilopfo
stcapmi
suoiraveht
foytilibissecca
troppusot
wohdna
eilsreirrab
ehtereh
wspuorg
suoiravrof
secivresdna
tnemyolp
me
bull bull bull bull
fos
mitcivera
ohw
elpoepfo
spuorgyfitnedI
noisserppoci
metsysspuorg
suoiravno
stcapmi
ehtyfitnedI
dnaytiuqe
ecnavdataht
stcapmi
hsiugnitsiD
tonod
tahtesoht
sseccaot
sreirrabegnahc
otsya
wezigetartS
ycilopehtlli
wwo
Hnoisserppo
egnellahcnoisserppo
cimetsys
rofseicilop
weiveR bullmsicar
bullaibohpo
mohmsixesoreteh
bullmsielba
bullmsiega
bullmsixes
bullmsirtneconhte
bullmsissalc
bullmsiti
mes-itnabull
msibarA-itnabull
noitanimircsid
suoigilerbull
msilainoloc
bull bull bull
tsrifnretse
wa
sahycilop
ehtfi
enimrete
D
weivdlro
wtuoba
noitpmussa
narof
ycilopeht
ssessAnoitautis
cimonoce-oicos
dnaegaugnalytilibafo
secnereferrof
egaugnaleht
weiveRsnoitp
mussasuoigilernoitazinoloc
Appe
ndic
es
Appendix F Glossary of Anti-Oppression Terms
Ableism Prejudice and discrimination against people living with mental emotional and physicaldisabilities or differences People living with disabilities experience this discrimination segrega-tion and isolation because of peoplersquos prejudices and institutional barriers not because of thedisability or difference itself Deaf Deafened and Hard of hearing people historically have experi-enced systemic ableist oppression as well
Anti-Semitism Discrimination or violence against Jews Judaism and the cultural intellectualand religious heritage of Jewish people The word Semite literally refers to ldquoany of the peoplessupposed to be descended from Shem son of Noah especially the Jews Arabs Assyrians andPhoeniciansrdquo However Anti-Semitism is mostly used to refer to prejudice discrimination andviolence directed at Jews
Class Economic and social groups People in the higher classes make decisions about theeconomy while other people work for wages or are kept out of the economy The things that markdifferences between classes include peoplersquos ability to meet their basic needs their level ofincome wealth and formal education and their connections with people and institutions thathave influence and power In the current economic structure rich people got their wealth bytaking advantage of people at the bottom and middle of the class structure
Classism Any practices and beliefs that judge and value people according to their social class orthe social class that other people assume they belong to Most workplaces use classist languagethat reflects and reinforces the social hierarchy For example they undervalue the work of sup-port staff and decisions do not include the knowledge and opinions of these workers
Colonialism When a foreign power dominates and exploits an indigenous group by taking theirland and resources and using them as cheap labor in order to make money It also means spe-cific era between the 1700s and 1900s when European countries expanded into the Americasand countries of the global South In Europe people justified these practices using racial doc-trines These ideas about hierarchies of race are still widespread Uncovering and challengingthe ideas and ongoing practices of colonialism are important parts of racial equity work
Culture The collective experience beliefs values knowledge economy and ways of life of agroup of people who share past or current experiences Culture changes constantly it is notstatic Every culture is shaped by the land and spaces people inhabit together Individual andgroup culture can also be shaped by language religion racialization gender experiences ofmigration and immigration social class political affiliation family influences age sexual orien-tation geographic origin ethnicity experiences of discrimination or lack of discrimination andexperiences fighting oppression
Disenfranchised Not having full rights as a citizen or not being able to fully participate as amember of the community
41
Appendices
Dominant Culture The beliefs values and judgments of groups with social power The dominantculture is created and maintained by people in the dominant social group People who do notbelong to the dominant group often believe that these values beliefs and judgments are trueinstead of seeing how they reflect the interests of people in power
Dominant group People whose social identity gives them power and privilege In most parts ofCanada dominant identities are White male English-speaking heterosexual able-bodied Chris-tian affluent and middle class thirty to sixty-five years of age university educated from centralCanada Many people have one or more dominant identities
Equity Peoplersquos rights as individuals or members of a group to an equitable share of theresources and influence in society Equity work analyses and challenges unfair systems andpractices and works towards creating outcomes and access that benefit people equally
Exploitation Taking unfair advantage of a person or a group for onersquos own gain or advantageExploitation can be systematic or individual
First Nations A term that reflects the process some Aboriginal peoples in Canada have used toname themselves The word ldquofirstrdquo recognizes the fact that Aboriginal peoples are the originalinhabitants of what is now called Canada The word ldquonationrdquo stresses the fact that Aboriginalpeoples are political collectives who had their own forms of government before Europeans beganto settle here Many First Nations peoples are fighting to re-establish that sovereigntybull The term also refers to a group of Aboriginal people who were previously called a ldquoBandrdquo by
the Department of Indian Affairsbull ldquoFirst Nationrdquo can also mean a group or several groups of Aboriginal people who have the
same ethno-cultural background
Gender identity Features that are tied to how an individual thinks of themselves as a man or awoman A personrsquos gender identity may not be the same as their biological sex
Gender roles The culturally specific behaviors and appearances constructed by a culture todefine what is expected of women and men The expectations of femininity and masculinity areimposed on individuals according to their biological sex
Harassment Persistent ongoing behavior conveying negative attitudes towards an individual orgroup to make them feel intimidated and humiliated Harassment is an exercise of power Itincludes any action that a person knows or should know is not welcome Harassment includesname-calling jokes slurs graffiti insults threats rudeness and crude gestures verbal or physi-cal abuse Human Rights Codes in most provinces prohibit harassment based on race religionsex ethnicity and the other prohibited grounds for discrimination
Heterosexism All practices that convey the message that heterosexuals are better than otherpeople including the assumption that everyone is or must be heterosexual It operates like otherforms of prejudice and discrimination giving privilege and rights to members of the dominantgroupndashheterosexualsndashand not to gay or lesbian people
42
Appe
ndic
es
Hierarchy A system that gives individuals or groups different positions and power People andgroups with a higher rank have more power resources and value than individuals or groups witha lower rank For example in a patriarchy men are given more value than women
Immigrants People who have arrived and settled in Canada in their lifetime Sometimes peopleuse the word incorrectly to refer to Canadian-born racialized people because they assume thatall racialized people were born elsewhere
Inclusive Making sure that all members of the community are represented or involved in allaspects of the community
Integrated Combining information and values from a variety of people and sources in order toget a fuller result that is more inclusive
Islamaphobia The systemic ways and individual practices of racism that target Arab people andhave particular impact on them Some examples include negative stereotyping of Muslim peopledepicting Islam as essentially violent and fundamentalist assuming that all Arabs are Muslimand all Muslims are Arabs
Landed immigrant Persons with legal status who are permanent residents of Canada ratherthan visitors refugee claimants temporary workers or citizens
Marginalization A process that keeps groups or individual from having access to all or part ofthe resources and activities of the community
Oppression When one social group takes advantage of another social group either knowinglyor unconsciously Oppression gives the dominant group privilege and marginalizes anddisenfranchises the subordinated group The dominant social group can use force or social insti-tutions and resources to achieve oppression After a time individual members of the dominantgroup do not need to do anything and unequal treatment becomes so much a part of the socialinstitutions and structures that it seems normal
People of colour Any person who is not White or Aboriginal This term was first adopted in theUnited States by racialized people who were trying to name themselves with a positive identityrather than as ldquonon-whitesrdquo ldquocolouredrdquo ldquoethnicsrdquo or ldquovisible minoritiesrdquo
Privilege Unearned power that gives members of the dominant group economic social andpolitical advantages Privilege also means rights that everyone should have but that are deniedto some people
Racism Any aspect of Canadian society that openly or subtly makes White people and Whitenessnormal and valuable while making racialized communities invisible or devaluing stereotypingand labeling people of colour as ldquoothersrdquo who are different or inferior
43
Appendices
Individual racism The beliefs attitudes and actions of individuals that support or maintainracism Individual racism can be conscious or unconscious It can be active or passive
Institutional racism The network of structures policies and practices in systems and institutionsthat give White people advantages and that discriminate oppress and disadvantage racializedpeople
RacializationRacialized Racial identities are not fixed categories They are shaped by historynationality gender class and identity politics Racial designations often differ from country tocountry The term racialization or racialized makes explicit the ways in which we are socialized todifferentiate groups of people on the basis of superficial physical characteristics where White isthe norm It emphasizes the active process of categorizing people while at the same time reject-ing ldquoracerdquo as a scientific category
Refugee Persons who have to flee their country because they have a ldquowell-foundedrdquo fear ofpersecution based on race religion nationality political opinion or membership in a particularsocial group
Religious discrimination Any institutional or individual practices that exclude and discriminateagainst a person because of their religion In Canada many workplaces do not provide equitablyfor all religions Recently the Supreme Court has ruled that employers must accommodate em-ployees whose religious observances are not recognized in the Christian-based statutory holidayssuch as Easter and Christmas Religious discrimination is often linked to other forms of discrimi-nation For example Irish Catholics were often marked by their class ethnic origins and lan-guage as well as their Catholicism Racialized Muslims often experience racism mixed withreligious discrimination
Sexism Systemic and individual practices that give men privilege make women subordinate andthat shame values identified with women
Social Location or Social Identity A personrsquos membership in a socially constructed groupThese groups are often identified according to superficial characteristics such as skin colourcountry of origin religious beliefs body form etc
Structural This approach to equity work believes that the thoughts and behaviors of the indi-vidual are created and guided by various social structures such as capitalism andor neo-liberal-ism and are therefore limited The focus for change is raising awareness of the limits and chal-lenging the structures
Systemic racism The conscious or unconscious policies procedures and practices that excludemarginalize and exploit racialized people Systemic racism is supported by institutional powerand by powerful ideas often unexamined ones which make racism look normal and justified Forexample institutions that do not have effective complaints procedures or performance appraisaland promotion processes that use equity competencies make it possible for individuals to beracist
44
Appe
ndic
es
45
Transgender person A person who is not comfortable with or who rejects some or all of thegender identity given to their biological sex This is an umbrella terms used to describe trans-sexuals transvestites or cross-dressers and intersex people
Transsexual Someone who has a very strong feeling that they are living in the wrong sex A maletranssexual needs to live as a woman and a female transsexual needs to live as a man Somebut not all transsexuals have surgery to reassign their sex Some have procedures to partiallyreassign their sex and some use hormone therapy A transsexual can be heterosexual homo-sexual or bisexualWhite Refers to people belonging to the dominant racial group enjoy skin privilege in NorthAmerica Australia New Zealand and anywhere European colonialism has created racial inequityThe term ldquoWhiterdquo is capitalized for different reasons than other racial designations ndash Aboriginaland Black The latter identities are claimed with pride in opposition to the names imposed bydominant White society One of the ways that racism operates is to leave the racial identity ofWhite people unidentified ldquoWhiterdquo is capitalized to interrupt the privilege of having Whitenessgo unnamed
White Supremacy A system based on assumption of the ldquorightness of Whitenessrdquo in whichpolitical economic and social systems result in White people having more privilege and powerthan racialized people
many of the terms in the glossary were adapted with permission from Dancing on Live Embers ChallengingRacism in Organization by Tina Lopes and Barb Thomas Toronto Between the Lines 2006
Appendices
Appendix G Focus Group Findings
The following points are the relevant themes that emerged from the focus groups The groups wereasked to answer the following questions
1 How well has your organization and the various sectors practiced an integrated approach to anti- oppression
bull overall feeling that most are doing pretty good workbull some feel frustrated that the policies etc are not fully put into practice by all staff at an
agencybull feeling that the work is silorsquod and separated ndash working on one oppression at a timebull that the work is framed from a white middle class perspectivebull the work is not happening fast or often enough ndash ie deaf woman services gaps and barriers
2 What are the effective practices in the various areas ie policies programming outreach training org development
bull be committed inventive constantly evolve vigilantbull open to change pushing for changebull inclusion at all levels of an organization working together on committees and groupsbull engage diversity responsive to different needs
3 Where are the challengesbull funding shortages piecemeal and targeted on specific groups onlybull lack of accountability lack of clear policies and proceduresbull lack of inclusivity and diversitybull lack of time to be together communicate etcworkloads of service providersbull silorsquod workbull systemic exclusion internal and societal institutions
4 Visions and suggestions for changebull core guidelines with key values ndash written down and put into practicebull accountability in staff and managementbull commitment from all levelsbull everyone open to challengebull look at themes not populationsbull community drivenbull training and toolsbull fully funded and supported by structures
5 Who would take up the facilitation of changebull not one personbull coalitionsbull community groupsbull all levels of organization including service users
46
Appe
ndic
es
Recommendation(s)
a Conduct a review of existing policies procedures and practices that organizations feel repre-sent their best efforts of an integrative anti-oppressive framework
b Working groups should be created to develop the most effective integrative policies andprograms The groups should include diverse members from different social locations com-munities and be representative of all levels of the organization including service users
c Organizations must support this work by allocating time personnel and resourcesd Organizations must demonstrate commitment to the work by reviewing all policies proce-
dures and programs through the lense of an integrative anti-oppressive frameworke A tool kit should include templates of policies and procedures to simplify the writing of work
done by the committeesworking groupf This work is not static and must be revisited regularly in order to incorporate new informa-
tiong Organizations should offer regular training and workshops on how to put an integrative anti-
oppression framework into practiceh Organizations must hold staff and volunteers accountable to adhering to agency practice by
offering training and supervision including key values in mandate and mission statementsand integrative anti-oppressive practices in personnel and volunteer policies
Focus group participants
The following organizations participated in focus groups in 2005-06 for the Integrative Anti-Oppression Project
Woman Abuse CouncilFCJ Refugee Centre519 Community CentreNelliersquosSpringtidersquos Women with Disabilities ProgramToronto Rape Crisis CentreMulticultural Women Against RapeCentral Neighbourhood HouseAccess Alliance Multicultural Community Health CentreA Commitment to Training and Employment for Women (ACTEW)Arab Community Centre of TorontoAssaulted Womenrsquos HelplineBarbara Schlifer Counselling ClinicBlack Creek Community Health CentreCentral Family IntakeErnestine Womenrsquos ShelterFamily Services AssociationFlemingdon Neighborhood ServicesKorean Canadian Womenrsquos Association
47
Appendices
Macaulay Child Development CentreSt Christopherrsquos HouseSt Joseph Womenrsquos Health CentreSt Michael HospitalStonegate Community Health CentreUrban Alliance on Race RelationsWomenrsquos Counselling Referral and Education CentreYorktown ShelterYWCA
48
Appendix H References
Dancing on Live Embers Challenging Racism in Organizations Tina Lopes and Barb Thomas Be-tween the Lines Toronto 2006
Campbell C (2003) Anti-oppressive social work Promoting equity and Social Justice Editor DrCarolyn Campbell Halifax Nova Scotia Dalhousie UniversityRetrieved Jan 22 2008httpaoswsocialworkdalcawhatisaoswhtml
Roundtable on Anti-Oppression Politics in Anti-Capitalist Movements Edited by Sharmeen Khan ndashparticipants in the roundtable Kirat Kaur Junie Deacutesil Gary KinsmanRetrieved Jan 22 2008httpuppingtheantiorgnode1380
Williams C (2003) ldquoSeeking Cultural Competence What Is It How Do You Develop It and How DoYou Know When Yoursquove Got Itrdquo In WShera (Ed) Emerging Perspectives on Anti-Oppressive Practice(pp 265 - 278) Toronto Canadian Scholarsrsquo Press Inc
- Front Page1-1
- ManualModEN2
- ManualModEN3
- ManualModENCon
-
IntroductionIntroduction
This toolkit provides a practical tool that allows organizations to apply integrated anti-oppressionpractice to their policies It is for Executive Directors Program Managers Boards of Directors andothers who are responsible for reviewing and updating policies in community service organizationsWe hope it will support individuals who have completed general anti-oppression training and who
want to put their learning into practice
What community organizations can do to challenge social inequality
Social inequality is embedded in our individual values and beliefs and the systems and institutionswe create reflect these inequalities Therefore change must begin with individuals transformingourselves We can do this by challenging our perceptions and assumptions critically analyzing whatwe ldquoknowrdquo and recognizing power in interpersonal relationships However anti-oppression workcannot end there For any real change to happen we must also work to restructure systems andinstitutions
Community service organizations can be at the forefront of anti-oppression work They mostly workwith people who are disenfranchised diminished and marginalized and often the workers come fromthe community they serve The workersrsquo strength and knowledge come from their lived experience ofbeing marginalized
Community service organizations can challenge social inequality in vital ways Their guidelines andprinciples of engagement are innovative and radical because they believe in what they are doingThey try to provide services in ways that promote dignity respect and empowerment
Every organizationrsquos mission statement or mandate states the agencyrsquos vision These statementsare lofty goals Their purpose is to keep the organization grounded in a common purpose and reasonfor being Policies exist to tell people how to enact the mission and mandate They provide guide-lines for action From policies come the procedures which give people instructions about what to doDeveloping and reviewing policies is a vital process that can help community service organizationsconsistently apply their anti-oppression practice
No matter what approach we take to challenging social inequality change takes time There is noquick and easy way to do this work
Who should take the leadTo do integrated anti-oppression work organizations should first understand all the ways in whichindividuals hold power and how they use their power Begin by asking yourself ldquoIn our organizationwhich people make the decisions that affect other peoplersquos access to resourcesrdquo Most oftenthe answer is ldquoThose who hold interpersonal and systemic positions of power in the organizationrdquoThe lived experiences of those individuals are most often reflected in the policies and practices ofthe organization Policies whether societal or institutional are created from social norms they canreinforce hierarchies and can keep people from being involved Policies that have integrated anti-oppression practices can create inclusion connection and shared vision
2
Intr
oduc
tion
It is important to acknowledge that there are contradictions inherent in attempting to apply an inte-grated anti-oppression framework to policies in a hierarchical structure A hierarchal organizationcannot function within an anti-oppression framework unless its leaders show that they are commit-ted to this approach
Executive Directors and Boards of Directors are in positions of power They set the agencyrsquos direc-tion They have the authority to create an inclusive environment and to make sure that anti-oppres-sion practice is the norm For example Executive Directors need to examine how power is held andactualized both personally and structurally They also need to identify how classism racism sexismableism and other forms of oppression may be manifesting through their position and other positionsof power in the organization
To support integrated anti-oppression work board members and Executive Directors must allocatefunds and staff time to develop programs and practices that will make sure that knowledge aboutdifference diversity and oppression are directing the work They need to make policy review apriority for the organization and allocate funds and staff time for this work
The goal of this toolkit
We hope that this toolkit will help community service organizations become better able to reflect thevalues beliefs and life experiences of everyone in their community In this way they will becomeplaces rich with diversity and difference where everyone works to challenge and dismantle all formsof oppression
History of this projectIn 2005 Springtide Resources (formerly known as Education Wife Assault) started a project to createtools that would help us continue to integrate anti-oppression work in our agency Integrated anti-oppression is not a new concept However many of us felt it was challenging to pull together whatwe had learned over the years to apply it in our organization and to make sure that we applied anti-oppression practice in all our work
The project funded by the City of Toronto involved a series of focus groups Participants includedvarious members of Springtide Resources and other agencies in our social change network Thepeople who participated identified the issues that both individuals and organizations face whentrying to apply anti-oppression in their day-to-day work
As we reviewed the focus group discussions and policies from various organizations it became clearthat organizations have developed some great policies and practices over the years that help createinclusive spaces At the same time we are still challenged by how to consistently integrate anti-oppression practice in all aspects of our work To address this concern we created a framework thatorganizations can use to develop policies with an integrated anti-oppression analysis This frame-work is included as Appendix E
Another thing we learned was that organizations needed a practical tool that would allow them toapply anti-oppression practice to their policies This was especially important to community service
3
IntroductionIntroduction
What is integrated anti-oppression
The term lsquoanti-oppressionrsquo reflects a number of different approaches to the work of addressing thesocial and institutional inequalities that are constructed in our society In North America the theoriesand concepts of anti-oppression grew out of the social justice movements of the 1960rsquos Disenfran-chised groups who were opposing the status quo also began to challenge each other to recognizethat different people within these groups experience different levels of oppression
Anti-oppression approaches to inequality include feminism anti-racism as well as structural andcritical approaches Often anti-oppression work can focus on a single issue perspective or way ofbeing marginalized For example a group may want to address gaylesbianbisexualtranssexualqueer (GLBTQ) rights or womenrsquos rights
Using an integrated anti-oppression model people work together to rebuild existing systems so thateveryone shares the benefits and opportunities of the system Integrated anti-oppression looks at allthe ways people can experience oppression and marginalization and how those social locationsintersect This approach recognizes that individual contexts are different and that peoplersquos livedrealities are complex It is integrated because it asks us to combine information and values from arange of people and sources in order to get a fuller more inclusive result
Integrated anti-oppression requires that people examine their own experiences and actions andcritically analyze social structures of power and privilege It insists that the dominant group recog-nize the power of its own social location(s) and how that power results in societal privilege andbenefit to the exclusion of marginalized people
This approach encourages us not to make assumptions about group identity It emphasizes thatpeople who share a group identity may or may not have similar characteristics and lived experiencesIntegrated anti-oppression reminds us to unlearn what we thought we knew and to think of and workwith people as individuals
Principles of integrated anti-oppressionThe following are principles that guide the integrated anti-oppression model
bull Society operates within a socially constructed hierarchy of difference where somepeople are valued and privileged and others are marginalized and exploited Forexample people living with a disability are devalued by society and their contribu-tion to society is not recognized solely because of their disability
bull People do not belong to just one category or social location Our identities arecomplex and multiple fluid rather than fixed As a result we can be both victims
4
organizations since they are extremely busy doing the work and do not have time to develop theirown materials Hoping to assist these organizations Springtide Resources applied for funding to dothis work The United Way of Toronto granted funding for Phase II of the project in 2007 This toolkitis the result of that project
Intr
oduc
tion
and perpetrators of oppression We often re-create the relations of social powerand control that also oppress us For example one may experience oppressionbecause of female gender but at the same time experience white skin privilege
bull The ideas thoughts and beliefs of people who ldquobelongrdquo to groups that are higheston the social hierarchy create ldquodominant culturerdquo Dominant culture becomes thestandard or norm by which everyone is compared For example in Canada thedominant culture norm of womenrsquos clothing does not include wearing the hijabas a result wearing the hijab is considered unusual and abnormal
bull People who are members of privileged groups have the power to control access toresources and information This perpetuates the cycle of power and oppression forpeople who are not members of these groups People who are marginalized andexploited experience limited access to the power to shape their own past presentand future For example Canadian history has been written from the perspectiveof white skinned European descent colonialists This historical perspective isperpetuated through dominant education institutions as the only true view ofhistory
bull Not everyone from the same social group has the same experiences becausepeople have many different lived experiences When people have multiplymarginalized identities they do not merely face extra barriers their lived experi-ence is entirely different
bull Integrated anti-oppression work requires that individuals accept responsibility fortheir role in perpetrating oppression both interpersonally and systemically Tobring about change individuals and systems must be changed
How is it different from other approaches to equityA formal equality approach generally means that the rules are the same for everyone and nobodygets special considerations or favors A formal equality approach assumes that if the same rule isapplied to everyone it will produce equal results This approach is flawed because it does notrecognize differential impacts and circumstances It renders social discrimination and oppressioninvisible by insisting it either does not exist or does not matter
Cultural competence is an anti-oppression practice that encourages people to work across culturalvariations It asks individuals and organizations to focus on understanding the characteristics andneeds of ldquodiverse groupsrdquo Cultural competence encourages people to include diverse groups inexisting frameworks
This approach is limited because the dominant grouprsquos culture is accepted as the norm and diversityis identified as anything outside of those norms Often with cultural competence the dominantgroup does not critically examine its power and privilege This approach also reinforces identitypolitics and divisions between groups that are based on superficial characteristics and social mark-ers
5
IntroductionIntroduction
Another approach is substantive equality or equity which recognizes that the same rules applied toeveryone will not produce equal results because of different circumstances and socialdiscriminations at present and in the past Sometimes substantive equality tries to remedy theeffects of past discrimination by providing additional supports to those who have historically beenmarginalized Integrated anti-oppression is comparable to the substantive equality approach
Barriers and challenges to integrated anti-oppression
Working from an integrated anti-oppression framework is not easy for a variety of reasons It isimportant to acknowledge this and find ways to continue the work Here are some of the most com-mon barriers and challenges and how you can address each one
Not enough timeIn social service agencies there is always more work and limited funding In some casesorganizations have had to reduce their number of staff or number of programs Communityservice organizations have been seeing higher demands for services from people who seemto have greater and greater needs
Anti-oppression work is often thought of as work that can wait as an administrative functionrather than work that requires our full and urgent attention But policies that do not reflectintegrated anti-oppression analysis are not effective for many people This can lead to confu-sion and make it hard for organizations to proactively respond to the needs of clients volun-teers staff and communities
When we create policies using an integrated anti-oppression analysis programming willbecome more meaningful and thereby more effective This approach also helps us learn newways of doing things When the work is shared and delegated differently we can discovernew efficiencies
Not enough money to implement policy changesImplementing real change will cost money and agency budgets are already stretched thinRemember that not making changes will affect everyone in the organization The people whowill feel the pinch the least are those who have the power to make decisions about thebudget
Most organizations cannot afford to make radical changes all at once to their frameworks andprograms As with any structural change organizations need to create a plan to phase inchange The plan should include clear timelines name who is accountable and allocate fundsfrom the budget The plan should also include priorities a risk and benefit analysis of whatyou hope to achieve and steps to meet your goals
Not understanding what lsquointegrated anti-oppressionrsquo means and how to put it into practiceThere is little information and few resources about applying an integrated anti-oppressionframework Much that has been written has focused on theory more than on how to use the
6
Intr
oduc
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7
framework This is challenging for organizations that are inundated with direct servicedemands and have no time to develop their own materials As this work becomes morewidespread it is certain to generate more practical tools for busy agencies
Feeling overwhelmed by how broad the work isMany people doing this kind of policy work for the first time say that not having an inte-grated analysis of oppression makes it hard to change policies Organizations struggle withcompartmentalizing issues of oppression and marginalization for example we may addressracism but we donrsquot connect it to disability issues and recognize how racism impactsracialized people living with a disability Changing policies can quickly become overwhelm-ing if an organization is trying to have a different policy for each marginalized group
Integrated anti-oppression looks at how we can experience systemic oppression and per-petuate oppression at the same time in the same moment This is why the work is ongoingndash no one is an expert Being forgiving of one another can help foster an environment ofchange and learning You can do this by being open to other peoplersquos mistakes and over-sights and by noticing your own Remember that mistakes are opportunities to learn anddevelop
Being afraid of change or of losing position status privilegeWe can all expect to feel uncomfortable with change and to be afraid of losing what wehave Our society fosters feelings of instability and insecurity and encourages people to beafraid of losing what they have gained Historically marginalized groups have not had ac-cess to positions of power to the ability to make decisions or even to stable permanentfull-time positions
Systems of oppression allow some people to have success and achievement at the expenseof other people It does not have to be that way An integrated anti-oppression frameworkallows us to find ways to share access and power equally
Being afraid of not being able to accommodate everyone or of making a mistakeWhen people are afraid they can freeze and not take any action Of course everyone willmake mistakes No organizationrsquos policies are perfect examples of integrated anti-oppres-sion Nobody even knows what fully integrated anti-oppression looks like
Approach this work with honesty and integrity Build a system that allows people to ac-knowledge their limitations errors and shortcomings This will allow real change to happenConfidence will grow as knowledge and insight grow Stay committed to the work
Not having the willWorking with an integrated anti-oppression framework requires time effort commitmentand funds It asks us to be vulnerable enough to hear how we as individuals and organiza-tions oppress others in spite of our intentions Integrated anti-oppression involves workingthrough conflict and struggle This is a lot to ask But it is possible
IntroductionIntroduction
8
If we procrastinate make excuses and constantly avoid the work others may come to be-lieve that we are not committed to the work If you believe that this work is important takerisks and begin
Not having the formal power to make changesIf you do not have much formal power in the organization it will be difficult for you to be anagent of change However you can still do important work Social justice work is best donein groups Find allies and build a support network Together apply pressure to people whohave the power to change things They will find it hard to ignore a growing group of peopleIt is easier for them to disregard a single voice
Not being supported by others or doing the work aloneIt is very difficult to be the agent of change when you have little or no support from peersand colleagues If you are in this situation try to find ways for others to join the struggleEveryone will experience oppression at some point in their lives By helping them to see thatthis may make it possible for them to discover why equity is important Finding commonground is a good place to start
Everyone involved is at a different level of understandingEveryone is always at a different place in their learning People who have been anti-oppres-sion activists for years can share insights resources and information with others who arejust beginning to think about these issues Be compassionate Gently challenge yourself tokeep deepening your understanding and to help others do the same Approach everyone as apotential ally
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Part 2 Applying integrated anti-oppression to policies
The five steps in integrated anti-oppression policy review
Developing and revising policies can be a huge administrative task that costs a lot of money As aresult policies in community service organizations tend to stay the same for years This is a problemPolicies set out how the organization works and must be revised regularly as information changesand our knowledge grows We hope that our five-step process will make it easier to plan for andinclude integrated anti-oppression in your policy review process The five steps are
1 Set a schedule for reviewing policies
2 Create a work plan
3 Set up a Policy Review Committee
4 Review the organizationrsquos policies
5 Make recommendations
The sections below explain more about each step Appendix A includes blank copies of the forms youcan use at each step in the process
9
Applying Integrated Anti-oppression To Policies
Step 1 Set a schedule for reviewing policies
Every organization should regularly include policy review in its work plan A policy review schedulecan make sure that all of the organizationrsquos policies are examined every two or three years
The schedule should include all of your policies and say which policies will be reviewed each yearBy rotating which policies are reviewed the organizationrsquos policies will become living documentsthat change and grow as knowledge increases
Consider how many policies a committee can review in a six to eight week period Build your sched-ule to reflect the size of your organization and the number of policies you need to review
Here is a sample schedule for a small organization
Use the chart on page 26 (Appendix A) to create your policy review plan
10
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erusolcsid-noNytilaitnedifnoCseiciloplanoitareporehtO
3raeY srotceriDfodraoB tnemtiurceRdraoBseettimmoC
laicnaniFseicilopdraoBrehtO
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grat
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Step 2 Create a work plan
Once you have a policy review schedule create a work-plan for the policy review process Make sureto allow enough time for a successful and meaningful review
To help create this work plan we suggest using the Framework for Policy Review and Developmentincluded as Appendix E Here is a sample of a basic work plan
Use the chart on page 27 (Appendix A) to create your workplan Use the Framework on pages 36 to40 (Appendix E) to help you develop the work plan
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11
Applying Integrated Anti-oppression To Policies
Step 3 Set up a Policy Review Committee
Often people think that committees are a cumbersome and time-consuming way to work Howeverworking with a diverse group is the best way to build integrated anti-oppression into the organiza-tionrsquos policies
You will need to decide the size of your policy review committee It should be large enough to includea variety of perspectives but not so large that it will be difficult to complete its work in the time setfor the process Remember to think about how many people the budget can accommodate and whoshould be represented
Committee members will have access to sensitive and confidential material For this reason theymust agree to confidentiality and sign a letter that outlines this agreement
Inviting members to joinInvite or recruit members from the community and from within the organization You should
bull use accessible language and formats in your invitationbull invite people to join well before the committee starts its work andbull give people clear information about what you expect from the committee what their
responsibilities will be and how much time the committees work will take
Who should be on the committeeMake sure that the committee reflects diverse identities and has representation from people whodo not traditionally have decision making power
bull the majority of the committee should identify as racialized or aboriginalbull the majority of the committee should be people who have no or little decision-making
power in the organizationbull all committee members should identify part of their social location as a member of a
marginalized group andbull as a whole the committee should represent the demographic of people who use the
organizationrsquos service
Make sure that your committee includes representation from people who will be impacted by thepolicy such as
bull community members including service usersbull Volunteersbull Frontline staffbull Managementbull Board
People who sit on behalf of the Board of Directors and management must be able to make decisionsand speak on behalf of the decision-makers they represent Make sure they are clear about whatprocess they should use to check in and communicate with the board or management
Supporting the committeeThe organization must fully fund the participation of all committee members This includes moneyfor transportation child care interpretation accessible space and attendant care An honorariumshould be given to committee members who are community members
12
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Ideally the organization shouldbull Provide financial support to everyone without stigmatizing those members who are
poor or who identify as marginalized socio-economically In addition the organizationmust work with members who receive social assistance to make sure that they arenot penalized for any financial support they get for doing this work Perhaps one ofthe first policies the committee could review is the Honorarium policy or the policiesabout Committee Membership
bull Supply a resource person to the committee Their role is toi keep notes of the meetingsii make notes about recommendations for how policies should be revisediii research legislative benchmarks human rights provisions employment
standards and any other matters as needediv create information packages for committee members that include relevant
internal documents such as complaints salary and benefit grids and collec-tive agreements
v report back to the organization on the committeersquos progress or on issues thatneed broader discussion
If this person is a staff person with other responsibilities they should be given timeto work on this process Committee work should not be added on to their otherduties and squeezed in when possible Allocating staff time for this work is one wayto make sure it has priority within the organization
bull Develop terms of reference for the committee It should include a statement of thecommitteersquos mandate The terms of reference should include details of the scopeand boundaries of the work the timelines and the responsibilities of the committeeas a whole and of the facilitators (See Appendix B for sample terms of reference)
bull Ensure all committee members have a copy of the organizationrsquos anti-discriminationandor anti-harassment policy In addition consider developing some guidelines forconflict resolution (see Appendix C for a sample of conflict resolution guidelines )
bull Develop an agenda for the meetings For the first meeting the agenda should in-clude
i choosing a facilitator and co-facilitatorii reviewing the terms of referenceiii introduction to the process and each otheriv schedule of meetingsv introduction to the package of materialsvi expectations and role of the committeevii discussion about the power differences between committee members and how the committee should be mindful of this while making decisionsviii guidelines for decision making (see Appendix D for a sample of a decision making chart)
Ask the committee members to provide feedback on their experiences working on this projectafter they go through the whole policy review process This will support the organization toidentify and alleviate barriers and improve the process for the next round
13
Applying Integrated Anti-oppression To Policies
Step 4 Review the organizationrsquos policies
Once the committee is ready to begin work it should review each policy We have developed ques-tionnaires to help facilitate discussion of the three vital questions at this stage of the processnamely
bull how accessible is the policybull how are different people affected by the policybull how can the policies be changed to truly include everyone
Blank copies of these questionnaires are included in Appendix A
To help you understand how to use these tools we have included questionnaires that have beencompleted in response to the following policy provided by Springtide Resources Please note thatthis is an old version of one of our policies Springtide Resources has recently used the integratedanti-oppression framework to update all of its policies
Sample policy ndash PAID HOLIDAYS(from Education Wife Assault (EWA)ndash the name for Springtide Resources before 2006)
EWA staff will be paid for ten statutory holidaysNew Yearrsquos Day Canada day Thanksgiving Day BoxingDay Good Friday Christmas Day Labor Day Victoria DayEaster Monday Civic Holiday
A religious holiday of the employeersquos choice may be substituted forEaster Monday
Permanent part-time staff who work 21 hours a week are entitled to allstatutory holidays
Building Closure
When the EWA offices are closed between Christmas and New Yearrsquosemployees will be paid for these days
14
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How accessible are your policiesThe questions in this section are designed to help you think about whether the policy documents areaccessible ldquoAccessiblerdquo includes where the policy is physically located its format and how mean-ingful the policy is The best policies will be representative and make sense to a variety of users
To make policies accessible you should aim toKeep the policies in a place where anyone who wants to read them can access themwithout barriersMake sure that the policies can be and are translated into different and appropriatelanguage and cultural interpretations as well as physical formatsUse language that is clear and direct rather than full of jargonUse wording that makes the policy intentions easy to understandHave a clear statement about who the policy applies to and who is responsible forputting it into practiceBeing flexible in the policy to allow for different cultural beliefs and values unlessthere are legal reasons to limit your flexibility
Questions for discussionTo check your policies for accessibility use these questions in your discussion
1 Is the policy in a barrier-free location
2 Is the policy available in different formats Do we invite comment about the format
3 Is the policy written in language that is easy for most clients and all staff to understand Lookfor jargon that only makes sense to workers in your organization but is not recognized by others
4 Can the policy be easily translated to other languages
5 Does the policy say who it affects Does it say who is responsible for implementing it
6 Does the policy reflect various cultural beliefs and values This question can lead to a toughdiscussion about cultural beliefs and values that may undermine social equity There are nofast and easy answers but again the policies should be living documents that change and adaptto our new information and knowledge about difference
7 If there is a process in the policy are the steps flexible and adaptable to accommodate differ-ences
8 Does the policy invite people to give feedback and comments about what it says
Record your decisions on the form ldquoHow accessible is this policyrdquo This form is on page 28 (AppendixA)
15
Applying Integrated Anti-oppression To Policies
Here is how we used our questionnaire to assess our policy about Paid Holidays
How accessible is this policy
16
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X
X
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X
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syastitahwtuoba
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Appl
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Inte
grat
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How do our policies affect different peopleThe questions in this section are designed to facilitate discussion about the impacts of policies ondiverse lived experiences Some questions can be answered with yes or no responses and othersrequire more information The term ldquoimpactrdquo in this context is used in a broad sense to refer to bothbenefits and restrictions
To consider how people are affected you should aim for a policy thataffects people equitablyincorporates values that are of similar importance for people with different livedexperiencessays what it does not do and outlines steps to changewas created with input from the range of people who are affected by it
Questions for discussionTo check how your policies affect different people use these questions in your discussion
1 How has the policy been implemented What procedures and practices have resulted
2 Who benefits from this policy How
3 Who does not benefit How
4 What are the barriers to equitable impacts What are the kinds of barriers (legislated finan-cial etc)
Record your decisions on the form ldquoHow does this policy affect different peoplerdquo This form is onpage 29 (Appendix A)
17
Applying Integrated Anti-oppression To Policies
Here is how we used this questionnaire to assess our policy about Paid Holidays
How does this policy affect different people
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18
Appl
ying
Inte
grat
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nti-o
ppre
ssio
n To
Pol
icie
s
What are the gaps in policy and what can we do to make changesThe questions in this section are exploratory to help begin discussions to identify gaps and generateideas for change Use a flipchart with the questions as headers This will allow everyone to contrib-ute and build on the information and ideas
Questions for discussion
1 Does the policy recognize and identify how different people will be affected
2 Is the policy flexible enough to respond to the different lived experience that people have
3 If the policy is not flexible does it say what the organization will do to change this Does theplan for change include timelines
4 Does the policy say how people can give input or feedback about how the policy affectsthem What comments questions and complaints do people have about this policy or thepractices and procedures that this policy has created
5 Does the policy include diverse cultural norms and values What are they
Record your decisions on the form ldquoPolicy gaps and what we can dordquo This form is on page 30 (Ap-pendix A)
19
Applying Integrated Anti-oppression To Policies
Here is how we used this questionnaire to assess our policy about Paid Holidays
Policy gaps and what we can do
20
seYsdeeN
krownoitnettAfoaerA
tnereffidwohyasycilopehtseoDdetceffaeblliwelpoep
X ybstcapmilaitnereffidseifitneditIdnaffatsemittrapgnigdelwonkca
-retsaEetarbelectonodohwesohtsrehtoon
othguoneelbixelfycilopehtsIdeviltnereffidehtotdnopser
evahelpoeptahtsecneirepxe
X ehtotsseccaffatsemittrapsreffOylno-ffoemityadilohnaitsirhCdiap
)sruoh12revo(ffatsemittrapniatrecdeifitnedisrehtoon-
tiseodelbixelftonsiycilopehtfIodlliwnoitazinagroehttahwyas
sihtegnahcot
edulcniegnahcrofnalpehtseoDsenilemit
X
X
oN
oN
elpoepwohyasycilopehtseoDtuobakcabdeefrotupnievignac
mehtstceffaycilopehtwoh
X deticilostonsinoitamrofnioN
esrevidedulcniycilopehtseoDseulavdnasmronlarutluc
yehteratahW
X ssalcfonoitingoceremossierehTotsrekrowemittraprof-seussi
emostifenebyadilohsuoigilerenosierehT
emos-dewollanoitutitsbusecnereffidfonoitingocer
Appl
ying
Inte
grat
ed A
nti-o
ppre
ssio
n To
Pol
icie
s
Step 5 Make recommendations
Once the committee has assessed the policies it must create a report that outlines its recommenda-tions The report should summarize how each policy could be improved To come up with recommen-dations for improving each policy the committee can review comments from the questionnaires
The main question in this step of the process is What would improve this policy so that it inte-grates anti-oppressive practice Use flipchart paper to record ideas This allows committee mem-bers to share information and build upon each otherrsquos ideas
Facilitate the discussionThere will be different perspectives and ideas about what changes will benefit people and how toaccomplish these changes Because of this there is potential for conflict Here are some hints tohelp make sure that this discussion will lead to recommendations that can help your organization
Ask the committee to choose a facilitator for the discussion Their role isto support everyone in being heardto solicit all ideas and perspectivesto make sure that opposing viewpoints or challenges are given and received in afriendly and open mannerto help the committee build consensus andto finalize recommendations
The facilitator should not offer ideas to the discussion Their role is to help make sure all of thecommitteersquos ideas are recorded The organization may choose to hire an outside facilitator for thispart of the discussion
Have the facilitator review the committeersquos Terms of Reference and Conflict Guidelines Remindeveryone that this is ongoing work
Write a reportFor each policy the committee should write a recommendations report
This report has three columns
Write the committeersquos recommendations in the left-hand column The recommendations may rangefrom fairly simple to quite complex They can be one-time actions or multi-staged changes
The committee should leave the two columns on the right empty ndash these will be filled out by deci-sion-makers in the organization They will review the recommendations and decide what to do withthem
noitadnemmoceR elbisnopsersiohW enilemiT
21
Applying Integrated Anti-oppression To Policies
Assessing the recommendationsAs soon as possible the decision-makers in the organization should review the recommendationsand fill out the right-hand columns of the recommendations report The management or Board ofDirectors must decide Who is responsible They must also set a Timeline
The organization is not required to act immediately on all of the committeersquos recommendationsSome recommendations may not be possible or viable in the immediate future and may need longerterm planning
To decide how to implement the recommendations the decision-makers should considerbull how urgent the issue isbull the workloads of the staff involved in changing the policybull the fiscal timingbull what research the organizations needs andbull how much time the organization needs to prepare
For example a policy change that does not involve employment standards or financial supports couldbe implemented fairly quickly A policy change that involves rewriting translating and adaptingpolicies will takes time so it may not be implemented until well after the organization has finishedtaking care of its year-end reporting responsibilities
Once the Board or management has done this work they should give copies of their completedreport to every member of the committee and to all staff volunteers and community members whoare affected by the policy This helps keep the policy process open and helps people feel that thepolicy process is collaborative among everyone in the organization
Use the ldquoReport of recommendationsrdquo chart on page 31 (Appendix A) to record your decisions
22
Appl
ying
Inte
grat
ed A
nti-o
ppre
ssio
n To
Pol
icie
s
Here is a sample report of recommendations
Report of recommendations
23
noitadnemmoceR elbisnopsersiohW enilemiT
diapwollaottnemetatsycilopegnahCsuoigileraevahtahtsyadilohyrotutats
yllacificepsnoitcennoclarutlucroyadirFdooGyaDgnixoByaDsamtsirhC
otyaDsraeYweNdnayadnoMretsaErosuoigilerhtiwdegnahcxeeb
toneratahtsetadtnatropmiyllarutlucsdradnatstnemyolpmeehtnideifitnedi
tca
ehtfoeettimmoCyciloPsrotceriDfodraoBrotceriDevitucexE
shtnom6nihtiW
neewtebeciffoehtesolctonoDdaetsnIsraeYweNdnasamtsirhC
tahtsyadretaolfsaesohtreffoyehtrevenehwekatnacseeyolpme
esoohc
ehtfoeettimmoCyciloPsrotceriDfodraoBrotceriDevitucexE
shtnom6nihtiWtxenehterofeb(
)erusolc
nitnemyolpmefoslevelehtllayfitnedItcartnocsahcusnoitazinagroeht
sruoh12nahtsselemit-trapsrekrowrofseifilauqhcaerehtehwyfitnedIcte
ffoemitdiap
ehtfoeettimmoCyciloPsrotceriDfodraoB
shtnom3nihtiW
hcussmretniatrecfosnoitinifedddAycilopehtotsyadilohyrotutatssa
oiratnOehtotecnereferekaMtahtnoitalugeRsdradnatStnemyolpmE
ycilopsihtstceffa
ehtfoeettimmoCyciloPsrotceriDfodraoB
shtnom3nihtiW
ycilopehtfoypocdrahatuotnirPseiciloprehtohtiwrednibanitituP
siohwenoyreveerehwrednibehtecalPdnatisseccanacycilopehtybdetceffa
tidaer
rotceriDevitucexEsreganaMmargorP
shtnom3nihtiW
emitynanisyadfoegnahcxeedulcnIswonkenoyrevetahtoserudecorpffo
odottahw
rotceriDevitucexEsreganaMmargorP
shtnom6nihtiW
Appendices
Part 3 Appendices
Appendix A Forms
Appendix B Sample Terms of Reference
Appendix C Sample Conflict Resolution Guidelines
Appendix D Sample Decision Making Chart
Appendix E Framework for policy development and review
Appendix F Glossary of Anti-Oppression Terms
Appendix G Focus Group Findings
Appendix H References
24
Appe
ndic
es
Appendix A Forms
bull Plan for policy reviewbull Work planbull How accessible is this policybull How does this policy affect different peoplebull Policy gaps and what we can dobull Report of recommendations
25
Appendices
Plan for policy review
26
etaD aerA weiverotseicilopfotsiL
1raeY
2raeY
3raeY
Appe
ndic
es
Work plan
otsdeentahWneppah
siohWelbisnopser
sksaT eniLemiT
27
Appendices
How accessible is this policy
seYsdeeN
krownoitnettAfosaerA
aniycilopehtsInoitacoleerf-reirrab
nielbaliavaycilopehtsIstamroftnereffid
tuobatnemmocetivniewoDtamrofeht
ninettirwycilopehtsIrofysaesitahtegaugnal
dnatsrednuotstneilctsom
ylisaeebycilopehtnaCrehtootdetalsnart
segaugnal
tiohwyasycilopehtseoDstceffa
siohwyastiseoDrofelbisnopser
tignitnemelpmi
suoiravtcelferycilopehtseoDseulavdnasfeileblarutluc
ehtnissecorpasierehtfIspetsehteraycilop
otelbatpadadnaelbixelfsecnereffidetadommocca
etivniycilopehtseoDkcabdeefevigotelpoep
tahwtuobastnemmocdnasyasti
28
Appe
ndic
es
How does this policy affect different people
snoitseuQ noitnettAfosaerA
neebycilopehtsahwoHdetnemelpmi
evahsecitcarpdnaserudecorptahWdetluser
ycilopsihtmorfstifenebohW
woH
tifenebtonseodohW
woH
otsreirrabehtyfitnediuoynaCeraepyttahWstcapmielbatiuqe
)ctelaicnanifdetalsigel(yeht
dnasnoitseuqstnemmoctahWsihttuobaevahelpoepodstnialpmocserudecorpdnasecitcarpehtroycilop
detaercsahycilopsihttaht
ecivresffatsehtodtahWrosrebmemytinummocsresu
ycilopsihttuobayassreetnulov
29
Appendices
Policy gaps and what we can do
seYsdeeN
krownoitnettAfosaerA
wohyasycilopehtseoDeblliwelpoeptnereffid
detceffa
lliwelpoeptahttimdatiseoDsyawtnereffidnidetceffaeb
hguoneelbixelfycilopehtsItnereffidehtotdnopserot
elpoeptahtsecneirepxedevilevah
elbixelftonsiycilopehtfIehttahwyastiseod
otodlliwnoitazinagrosihtegnahc
egnahcrofnalpehtseoDsenilemitedulcni
wohyasycilopehtseoDrotupnievignacelpoepehtwohtuobakcabdeef
mehtstceffaycilop
edulcniycilopehtseoDdnasmronlarutlucesrevid
seulav
yehteratahW
30
Appe
ndic
es
Report of recommendations
noitadnemmoceR siohWelbisnopser
enilemiT
31
Appendices
Appendix B Sample Terms of Reference ndash Policy Review Committee
PreambleINSERT YOUR ORGANIZATION NAME is committed to applying an integrated anti-oppression frame-work to all undertakings of the organization To that end the organization will ensure that all poli-cies will be regularly reviewed and updated to reflect an integrated anti-oppression perspective
MandateThe mandate of the Policy Review Committee is to review the policies listed below with the objectiveof providing the organization with feedback and recommendations as to how the policies can betterreflect an integrated anti-oppression analysis The committee may also recommend the deletion oraddition of policies in this process
Type of Committee
The Policy Review Committee is a short term project based committee composed of communitymembers from the service area of YOUR ORGANIZATION NAME and frontline staff managementvolunteers Board and people who have accessed our service
Composition
Members should self-identify in one or more of the following waysbull racialized or aboriginalbull people who have little or no decision making power in the organization including service usersbull members of a marginalized groupbull representative of the demographic of organizationrsquos community
Timeline
The committee will complete the said work in a period of not longer than INSERT DATE HERE (3months from the start date of the review)
Deliverables Recommendations Report
Scope
Committee members shall have access to the policies of the organization mission statement by-laws salary grids collective agreements board meeting minutes complaints received strategicplan and all other relevant documents with the exception of the followingbull personnel filesbull in-camera Board meeting minutesbull client filesbull private legal material
32
Appe
ndic
es
Appendix C Sample Conflict Resolution Guidelines ndash Policy ReviewCommittee
PrinciplesIt is in places of conflict that the potential for change exists Conflicting ideas beliefs and valueswill ensure a rich dialogue and essential learning opportunities for everyone Committee membersare charged with reminding themselves that the committee exists in the service of the organizationwith the ultimate goal of better serving the community Each person on the committee has theresponsibility to deal directly with each other and commit to engaging with each other as allies inthis work
The organization will endeavor to assemble the relevant material that will be useful in meeting theobjectives of the committee prior to the beginning of the project and will ensure that any relevantmaterials will be delivered to the committee as quickly as possible
The decisions and recommendations of the committee do not bind the organization into action TheBoard of Directors andor Executive Director of the organization will review the recommendations ofthe committee and ultimately decide what can be instituted
Budget and Additional Resources
The Policy Review Committee has a budget of $$$$$ The budget will cover the committee costs- member expenses childcare travel long distance calls honorarium- meeting expenses accessible meeting room refreshments conference calls- accessibility expenses ASL interpretation note taking attendant care- supplies photocopying office supplies
Staff resource- maintain minutes and discussion notes for the committee- retrieve documents that the committee requires- assist in organizing meetings and refreshments for meetings
Meetings
Meetings will be held at an accessible meeting space ndash onsite at the organization if possible
The committee is responsible to elect co-chairpersons during the first committee meetingThe responsibilities of the co-chairs in consultation with the whole committee are tobull organize meetingsbull develop the agendabull organize committee communicationbull keep committee members on taskbull organize the completion of the final reportbull maintain communication with the organization including updates requests concerns etc
33
Appendices
34
Remember that resolving conflict does not necessarily mean that a person will change their view-point or opinion A resolution of conflict implies that each party has had the opportunity to sharetheir perspective be heard have opportunity for discussion and then have closure
How we deal with our colleagues when we have a different opinion or viewpoint can either open usup to new learning or shut us down The following are some key points to keep in mind
i Recognize that conflict is a healthy part of communication if all parties understand theirresponsibilities in the process
ii Parties should approach the process with the idea of creating a learning environmentiii Parties should be prepared to listen to each other ndash that is really listen without interrupt-
ing or preparing your argument in your headiv If you are challenging a statement made by another person ndash it is important to state
concisely where you believe the problem lies and if it furthers the learning moment tostate the impact on yourself
v Do not belabor the point or make comments about the otherrsquos motivation for the state-ment (ie They are ignorant bigoted etc)
vi The person who has been challenged should take away the information to think aboutwhere their learning lies ndash the statement back to the challenger should include how youwill approach the information that was shared with you from the other person
vii If you do not agree with the challengerrsquos view ndash further dialogue may be necessaryviii State your own view and where you believe the problem liesix Each person is responsible to think critically about the otherrsquos view with a goal of finding
common ground andor compromise andor the decision to agree to disagree ndash which isallowing space for differing points of view
x It is important that both parties do not disengage from the process by complaining orexpressing dissatisfaction about the other person to other people ndash that kind of behaviorlowers the integrity of the process and the party who engages in it
xi Try to understand each otherrsquos perspective without judging the person or making assump-tions about each other
Co-chairs responsibilitiesbull reminding members of the guidelines of conflict resolutionbull arranging time in the agenda to address conflict in the groupbull mediating conversations between the parties in conflictbull negotiating resolutionbull If the conflict is in regards to making a decision The co-chairs should refer to the decision
making guidelines
The guidelines presented above should not be used in situation of discrimination and abuse Inthose situations the committee should follow the procedures in the organizations anti-discriminationor anti-harassment policies
Appe
ndic
es
35
snoitpO snosaeRstifeneBrof
snosaeRsmelborPtsniagA
puorGnoisiceD
rofsnosaeRnoisiceD
Appendix D Sample Decision Making Chart ndash Policy Review Committee
Appendices
36
App
endi
x E
Fra
mew
ork
for p
olic
y re
view
and
dev
elop
men
t
We
deve
lope
d th
is fr
amew
ork
duri
ng th
e fir
st p
hase
of t
his
proj
ect
Its
purp
ose
is to
hel
p or
gani
zatio
ns u
se a
n in
tegr
ated
ant
i-opp
ress
ion
fram
ewor
k ap
proa
ch w
hen
revi
ewin
g an
d de
velo
ping
pol
icie
s
NOITSE
UQ
EG
NELLAH
CES
NOPSE
R
esoprupeht
sitah
Wrodna
ycilopsiht
foerudecorp
erusneotyrassecen
siycilop
aneh
wwonk
ottluciffid
ebn ac
tIruoy
tahterusne
otdna
seicilopyna
moot
gnitaercton
erauoy
ehtgniyfitnedI
stnemetats
gnitcilfnocgnika
mton
e raseicilop
edivorpsalle
wsa
sllaftipeseht
diovapleh
nacesoprup
otyrassecen
eblliw
serudecorptah
wdna
wohot
sanoi tcerid
esoprupeht
teem
bull bull bull bull
ycilopeht
rofelanoitar
ehtedivorP
tnetniytiuqe
ehtyfitnedi
ylraelCseitilibisnopser
evitalsigelyfitnedI
)s(ycilopetairporppa
ehtot
serudecorpkniL
tifycilop
ehtseo
Dycnega
ehtnihti
wnoissi
metad nam
rodnatne
metatsseulav
fotne
metatssfeileb
dna
woH
dnaetadna
mrieht
eniltuotaht
stnemetats
evahseicnega
ynaM
roFetadna
meht
teemlli
wyeht
wohtuoba
sfeilebrieht
elpmaxe
nasi
nemo
wllatsniaga
ecneloivlladne
otelpmaxe
er usneneht
tsum
wolloftaht
seiciloPtne
metatsnoissi
ma
fotsniaga
ecneloivgnitauteprep
tonsi
noitazinagroeht
tahtnoisserppo
ronoisulcxe
fomrof
ehtni
nemo
w
bull bull bull bull bull
fotne
metatsstnemucod
tnavelerllaweiveR
ctetnemetats
noissimetadna
msfeilebeht
stroppusycilop
ehtfi
enimrete
Detadna
mnoissim
seitiugibma
ehtyfitnedI
seulaveht
htiw
st sartnocycilop
ehtfi
enimrete
Dnoitazinagro
ehtfo
ycilopeht
oteka
mnac
uoysegnahc
ehtyfitnedI
tievorp
miot
tifyc ilop
ehtseo
Deht
htiw
snoitazinagronoitisoplacitilop
wo
H
tahtnoitisop
nasitrapa
naem
tonseod
noitisoplacitilopA
ynamrehtaR
ytraplacitilopralucitrap
astroppus
seussiralucitrap
nosnoitisopdepoleved
evahsnoitazinagro
noitazinagrotsini
mefa
ebya
mnoitazinagro
ruoyelp
maxeroF
dluow
serudecorpdna
seicilopruoy
noitazinagrotsini
mefa
sAytiuqe
yapeikro
wemarf
ytilauqesna
mow
awollof
ctestifenebrevigeracyli
mafdednapxe
bull bull
snoitisoplanoitazinagroeht
ssucsiddna
yfitnedItub
nettirwnu
erataht
seussilaicosgnidrager
esohtfo
emoS
noitazinagroruoy
nihtiw
tsixeyap
msireetnulovsvrobal
diapedulcniya
mcteseussi
htlaehlatnemytiuqe
-tne
metatsfeileb
aot
snoitisopetairporppa
ddAtsixe
tonseod
enofi
enoetaerc
ro
Appe
ndic
es
37
NOITSE
UQ
EG
NELLAH
CES
NOPSE
R
teem
ycilopeht
seoD
sdradnatsmu
minim
noitalsigelrobal
fosthgir
namuh
ycavirpnoitalsigelrednufnoit alsigel
dnastne
meergalautcartnoc
rehtostne
meerga
mehtdeecxe
tiseo
D
lautcartnocdna
evitalsigeltee
mylraelc
dluohsseiciloP
nettirw
si)noitalsigel
ytiuqeneve(
noitalsigeLseitilibisnopser
ehtno
desabsi
tahtkro
wemarf
erutluctnani
moda
morfeht
tcetorpot
keesyehT
spuorgsuonego
mohfo
noitpmussa
elpoepfo
sthgireht
ecnavdatonelpoep
dezilanigram
fosthgir
dnoyebog
dluohsseicilopkro
wemarflanoitcesretni
naylppa
oTsdradnatsla
minim
bull bull bull bull
snoitazinagroeht
dnatsrednudna
weiveR
waleht
rednuseitilibisnopser
seitilibisnopserdnatsrednu
dnastcartnoc
weiveRstcartnoc
fos
mreteht
rednullaf
snoitatcepxemu
minim
ehtereh
wyfitnedI
sseccaot
tnemevorp
midna
tnemecnavda
fot rohs
ytiuqedna
lauqetroppus
nacnoitazinagro
ruoysya
wyfitnedI
ytinutroppo
sihtseod
woH
erudecorpycilopeht
tc apmi
snoitazinagrotegdub
fI
mehttne
melpmi
ottcap
miyrategdub
evahod
seicilopyna
Mot
elbissopmi
emoceblli
wycilop
ehtdezingocer
tonsi
sihttub
ycilopdab
asi
tiesuaceb
ton-
dedracsideb
dnawollof
rofdetnuocca
tonere
wnoitatne
melpmi
fostsoc
ehtesuaceb
bull bull bull bull
htiw
detaicossastsoc
ehtllayfitnedI
ycilopeht
fonoitatne
melpmi
ralugerfo
trapera
stsoceht
erehw
yfitnedIedulcni
dluow
reganam
foyralaSei
-ssenisub
noisivrepusffats
stsoclanoitiddayfitne dI
ylgnidroccategduB
otelbisnopser
sioh
Wsi
ycilopsiht
erusnedna
dootsrednudecrofne
elbisnopsersi
ohw
etatsylraelc
tsum
serudecorpdna
seiciloPhcaEssenevitceffe
gnitaulavedna
gnirotinomtuo
gniyrracrof
detatsylraelc
e bdluohs
elorsnosrep
bull bull
diapnudna
diapfo
selorsuoirav
ehtyfitnedI
noitazinagroeht
fosreb
mem
ehttuo
yrraclliw
ohw
srebme
meht
yfitnedIsreb
mem
ehtetaulave
dnaesivrepusserudecorp
ycilopeht
etaulavedna
weiveretaerc
Appendices
38
NOIT
SE
UQ
EG
NELL
AH
CE
SN
OP
SE
R
eht
sita
hW
rof
msina
hcem
lacitirctnial
pm
ockca
bdeef
tegtaht
stnemucod
gnivileb
dluohsserudecorp
dnaseiciloP
ottnatrop
misi
tieroferehT
sevorpmi
gninraelruo
saretteb
rokcabdeef
edivorpnac
detceffaesoht
wohetats
yl raelcro
elbaeganamnu
evitceffenievorp
yehtneh
wfinialp
mocevisserppo
bull bull bull
seifitnediylraelc
tahtycilop
stnialpmoc
aetaer
Csreb
mem
diapnudna
diaprof
ssecorpeht
srebme
mytinu
mmoc
dnastneilcsresu
ecivrestI
elbisseccas i
ssecorpstnialp
moceht
erusnEyllacisyhp
nacsklof
erehw
decalpeb
dluohselbissecca
tnereffidni
dereffodna
tissecca
nialpraelc
ninettir
web
osladluohs
tIsta
mrofelpoep
ybdessecca
ebnac
titaht
osegaugnal
slevelycaretil
suoir avhti
wycilop
ehtrof
kcabdeefrof
ssecorpeht
yfitnedI
weiver
eb
ycilo
pe
htlli
ww
oH
otdetaci
nu
mm
oce
blli
wo
hw
eso
ht ti
yb
detceffa
ehtyb
detceffeesoht
llaot
tnediveeb
dluohscorpseiciloP
tnatropmi
sinoitacinu
mmoc
fonalp
agnitaer
Cse
moctuobull bull bull bull bull bull
elbisnopsereb
lliw
ohw
elpoepeht
folla
yfitnedIeb
lliw
ohw
esohtdna
noitatnemelp
mirof
noitatnem elp
mieht
ybdetcap
misdnik
tnereffideht
sseccafo
stniopeht
yfitnedIyrassecen
sseccafo
sepytdna
noitatnemelp
mirof
elbisnopseresoht
llaerusnE
seitilibisnopserrieht
tuobaraelc
eraot
ycilopetacinu
mmoc
otnalp
ehtyfitnedI
s rebme
mytinu
mmoc
dnastneilcsresu
ecivresrehto
dnaegaugnal
ycaretilsserdd
Aseussi
ytilibisseccaseussi
eseh tsserdda
otnalp
aetaer
C
Appe
ndic
es
39
NOITSE
UQ
EG
NELLAH
CES
NOPSE
R
weivereht
sitah
Weludehcs
ehtodlli
woh
W
weiver
deweiver
ebdluohs
stnemucod
gnivilsa
serudecorpdna
seiciloPdluohs
ssecorpehT
tnemevorp
mirof
yltnetsisnocdna
ylralugernI
kcabdeefrof
ytinutroppoedivorp
otsa
oseludehcs
aedulcni
dnaseicilop
ehtyb
detceffaesohtlla
morftupni
tegot
redrotahtnesohc
rodetov
ebdluohs
sreweiver
fomaet
aserudecorp
sevitcepsrepfo
esabdaorb
atneserper
bull bull bull
roylraey-
seicilopfo
weiverrof
enile
mita
teSylraey-ib
ebdluohs
tahtspuorg
redlohekatseht
yfitnedIytisrevid
otnoitnetta
htiw
weivereht
nidevlovni
dnassenevitceffe
ehtssessa
otsloot
edivorPycilop
hcaefo
ytiuqe
ycilopsiht
seoD
egnellahclahcrairtap
laicosevisserppo
wo
Hs
mron
gnignellahcflesti
nisi
krowe
marfdetargetni
nagniylppA
neebevah
sufo
ynam
sareve
woHs
mronerutluc
tnanimod
morftrats
dluohse
wsdradnats
naciremA
htroN
ybdenoitidnoc
nide
marfeblli
wserudecorp
dnaseicilop
ruotaht
esimerp
ehtksa
otevah
ew
eroferehTsfeileb
dnaseulav
erutluctnani
modgnidlohpu
tonera
ew
erusnetaht
snoitseuqfo
seiresa
sevle sruonoisserppo
fos
metsysdehcnertne
bull bull bull bull bull bull bull
noisserppodna
yhcrairtapfo
seussieht
yfitnedIycilop
hcaeni
tnerehninihti
wseussi
esehtegnellahc
otwoh
ezigetartSnoitazinagro
ruoygnika
mnoisiced
ehtni
ycnerapsnarteht
weiveRsessecorp
seodtah
Weisevlesruoyrof
snoitseuqetaerC
noitazinagroruo
niekil
koolre
wopycilop
ehtmorf
stifeneboh
wyfitnedI
revore
wopa
dlohpuseicilop
hcihw
enimrete
Dkro
wemarf
emit-lluf
derihsteg
ohWei
-snoitseuq
ksAsi
erehW
denimreted
sihtsi
woH
emit-trap
senimreted
ohW
tegdubeht
nitneps
yenom
seitiroirp
Appendices
40
NOITSE
UQ
EG
NELLAH
CES
NOPSE
R
ehteblli
wtah
Wno
tcapmilaitnereffid
spuorgdezilanigra
m
dnatsrednuot
tnatropmi
sitI
emas
ehtnae
mton
seodlauqEyfitnedi
otspuorg
tnereffidno
seicilopfo
stcapmi
suoiraveht
foytilibissecca
troppusot
wohdna
eilsreirrab
ehtereh
wspuorg
suoiravrof
secivresdna
tnemyolp
me
bull bull bull bull
fos
mitcivera
ohw
elpoepfo
spuorgyfitnedI
noisserppoci
metsysspuorg
suoiravno
stcapmi
ehtyfitnedI
dnaytiuqe
ecnavdataht
stcapmi
hsiugnitsiD
tonod
tahtesoht
sseccaot
sreirrabegnahc
otsya
wezigetartS
ycilopehtlli
wwo
Hnoisserppo
egnellahcnoisserppo
cimetsys
rofseicilop
weiveR bullmsicar
bullaibohpo
mohmsixesoreteh
bullmsielba
bullmsiega
bullmsixes
bullmsirtneconhte
bullmsissalc
bullmsiti
mes-itnabull
msibarA-itnabull
noitanimircsid
suoigilerbull
msilainoloc
bull bull bull
tsrifnretse
wa
sahycilop
ehtfi
enimrete
D
weivdlro
wtuoba
noitpmussa
narof
ycilopeht
ssessAnoitautis
cimonoce-oicos
dnaegaugnalytilibafo
secnereferrof
egaugnaleht
weiveRsnoitp
mussasuoigilernoitazinoloc
Appe
ndic
es
Appendix F Glossary of Anti-Oppression Terms
Ableism Prejudice and discrimination against people living with mental emotional and physicaldisabilities or differences People living with disabilities experience this discrimination segrega-tion and isolation because of peoplersquos prejudices and institutional barriers not because of thedisability or difference itself Deaf Deafened and Hard of hearing people historically have experi-enced systemic ableist oppression as well
Anti-Semitism Discrimination or violence against Jews Judaism and the cultural intellectualand religious heritage of Jewish people The word Semite literally refers to ldquoany of the peoplessupposed to be descended from Shem son of Noah especially the Jews Arabs Assyrians andPhoeniciansrdquo However Anti-Semitism is mostly used to refer to prejudice discrimination andviolence directed at Jews
Class Economic and social groups People in the higher classes make decisions about theeconomy while other people work for wages or are kept out of the economy The things that markdifferences between classes include peoplersquos ability to meet their basic needs their level ofincome wealth and formal education and their connections with people and institutions thathave influence and power In the current economic structure rich people got their wealth bytaking advantage of people at the bottom and middle of the class structure
Classism Any practices and beliefs that judge and value people according to their social class orthe social class that other people assume they belong to Most workplaces use classist languagethat reflects and reinforces the social hierarchy For example they undervalue the work of sup-port staff and decisions do not include the knowledge and opinions of these workers
Colonialism When a foreign power dominates and exploits an indigenous group by taking theirland and resources and using them as cheap labor in order to make money It also means spe-cific era between the 1700s and 1900s when European countries expanded into the Americasand countries of the global South In Europe people justified these practices using racial doc-trines These ideas about hierarchies of race are still widespread Uncovering and challengingthe ideas and ongoing practices of colonialism are important parts of racial equity work
Culture The collective experience beliefs values knowledge economy and ways of life of agroup of people who share past or current experiences Culture changes constantly it is notstatic Every culture is shaped by the land and spaces people inhabit together Individual andgroup culture can also be shaped by language religion racialization gender experiences ofmigration and immigration social class political affiliation family influences age sexual orien-tation geographic origin ethnicity experiences of discrimination or lack of discrimination andexperiences fighting oppression
Disenfranchised Not having full rights as a citizen or not being able to fully participate as amember of the community
41
Appendices
Dominant Culture The beliefs values and judgments of groups with social power The dominantculture is created and maintained by people in the dominant social group People who do notbelong to the dominant group often believe that these values beliefs and judgments are trueinstead of seeing how they reflect the interests of people in power
Dominant group People whose social identity gives them power and privilege In most parts ofCanada dominant identities are White male English-speaking heterosexual able-bodied Chris-tian affluent and middle class thirty to sixty-five years of age university educated from centralCanada Many people have one or more dominant identities
Equity Peoplersquos rights as individuals or members of a group to an equitable share of theresources and influence in society Equity work analyses and challenges unfair systems andpractices and works towards creating outcomes and access that benefit people equally
Exploitation Taking unfair advantage of a person or a group for onersquos own gain or advantageExploitation can be systematic or individual
First Nations A term that reflects the process some Aboriginal peoples in Canada have used toname themselves The word ldquofirstrdquo recognizes the fact that Aboriginal peoples are the originalinhabitants of what is now called Canada The word ldquonationrdquo stresses the fact that Aboriginalpeoples are political collectives who had their own forms of government before Europeans beganto settle here Many First Nations peoples are fighting to re-establish that sovereigntybull The term also refers to a group of Aboriginal people who were previously called a ldquoBandrdquo by
the Department of Indian Affairsbull ldquoFirst Nationrdquo can also mean a group or several groups of Aboriginal people who have the
same ethno-cultural background
Gender identity Features that are tied to how an individual thinks of themselves as a man or awoman A personrsquos gender identity may not be the same as their biological sex
Gender roles The culturally specific behaviors and appearances constructed by a culture todefine what is expected of women and men The expectations of femininity and masculinity areimposed on individuals according to their biological sex
Harassment Persistent ongoing behavior conveying negative attitudes towards an individual orgroup to make them feel intimidated and humiliated Harassment is an exercise of power Itincludes any action that a person knows or should know is not welcome Harassment includesname-calling jokes slurs graffiti insults threats rudeness and crude gestures verbal or physi-cal abuse Human Rights Codes in most provinces prohibit harassment based on race religionsex ethnicity and the other prohibited grounds for discrimination
Heterosexism All practices that convey the message that heterosexuals are better than otherpeople including the assumption that everyone is or must be heterosexual It operates like otherforms of prejudice and discrimination giving privilege and rights to members of the dominantgroupndashheterosexualsndashand not to gay or lesbian people
42
Appe
ndic
es
Hierarchy A system that gives individuals or groups different positions and power People andgroups with a higher rank have more power resources and value than individuals or groups witha lower rank For example in a patriarchy men are given more value than women
Immigrants People who have arrived and settled in Canada in their lifetime Sometimes peopleuse the word incorrectly to refer to Canadian-born racialized people because they assume thatall racialized people were born elsewhere
Inclusive Making sure that all members of the community are represented or involved in allaspects of the community
Integrated Combining information and values from a variety of people and sources in order toget a fuller result that is more inclusive
Islamaphobia The systemic ways and individual practices of racism that target Arab people andhave particular impact on them Some examples include negative stereotyping of Muslim peopledepicting Islam as essentially violent and fundamentalist assuming that all Arabs are Muslimand all Muslims are Arabs
Landed immigrant Persons with legal status who are permanent residents of Canada ratherthan visitors refugee claimants temporary workers or citizens
Marginalization A process that keeps groups or individual from having access to all or part ofthe resources and activities of the community
Oppression When one social group takes advantage of another social group either knowinglyor unconsciously Oppression gives the dominant group privilege and marginalizes anddisenfranchises the subordinated group The dominant social group can use force or social insti-tutions and resources to achieve oppression After a time individual members of the dominantgroup do not need to do anything and unequal treatment becomes so much a part of the socialinstitutions and structures that it seems normal
People of colour Any person who is not White or Aboriginal This term was first adopted in theUnited States by racialized people who were trying to name themselves with a positive identityrather than as ldquonon-whitesrdquo ldquocolouredrdquo ldquoethnicsrdquo or ldquovisible minoritiesrdquo
Privilege Unearned power that gives members of the dominant group economic social andpolitical advantages Privilege also means rights that everyone should have but that are deniedto some people
Racism Any aspect of Canadian society that openly or subtly makes White people and Whitenessnormal and valuable while making racialized communities invisible or devaluing stereotypingand labeling people of colour as ldquoothersrdquo who are different or inferior
43
Appendices
Individual racism The beliefs attitudes and actions of individuals that support or maintainracism Individual racism can be conscious or unconscious It can be active or passive
Institutional racism The network of structures policies and practices in systems and institutionsthat give White people advantages and that discriminate oppress and disadvantage racializedpeople
RacializationRacialized Racial identities are not fixed categories They are shaped by historynationality gender class and identity politics Racial designations often differ from country tocountry The term racialization or racialized makes explicit the ways in which we are socialized todifferentiate groups of people on the basis of superficial physical characteristics where White isthe norm It emphasizes the active process of categorizing people while at the same time reject-ing ldquoracerdquo as a scientific category
Refugee Persons who have to flee their country because they have a ldquowell-foundedrdquo fear ofpersecution based on race religion nationality political opinion or membership in a particularsocial group
Religious discrimination Any institutional or individual practices that exclude and discriminateagainst a person because of their religion In Canada many workplaces do not provide equitablyfor all religions Recently the Supreme Court has ruled that employers must accommodate em-ployees whose religious observances are not recognized in the Christian-based statutory holidayssuch as Easter and Christmas Religious discrimination is often linked to other forms of discrimi-nation For example Irish Catholics were often marked by their class ethnic origins and lan-guage as well as their Catholicism Racialized Muslims often experience racism mixed withreligious discrimination
Sexism Systemic and individual practices that give men privilege make women subordinate andthat shame values identified with women
Social Location or Social Identity A personrsquos membership in a socially constructed groupThese groups are often identified according to superficial characteristics such as skin colourcountry of origin religious beliefs body form etc
Structural This approach to equity work believes that the thoughts and behaviors of the indi-vidual are created and guided by various social structures such as capitalism andor neo-liberal-ism and are therefore limited The focus for change is raising awareness of the limits and chal-lenging the structures
Systemic racism The conscious or unconscious policies procedures and practices that excludemarginalize and exploit racialized people Systemic racism is supported by institutional powerand by powerful ideas often unexamined ones which make racism look normal and justified Forexample institutions that do not have effective complaints procedures or performance appraisaland promotion processes that use equity competencies make it possible for individuals to beracist
44
Appe
ndic
es
45
Transgender person A person who is not comfortable with or who rejects some or all of thegender identity given to their biological sex This is an umbrella terms used to describe trans-sexuals transvestites or cross-dressers and intersex people
Transsexual Someone who has a very strong feeling that they are living in the wrong sex A maletranssexual needs to live as a woman and a female transsexual needs to live as a man Somebut not all transsexuals have surgery to reassign their sex Some have procedures to partiallyreassign their sex and some use hormone therapy A transsexual can be heterosexual homo-sexual or bisexualWhite Refers to people belonging to the dominant racial group enjoy skin privilege in NorthAmerica Australia New Zealand and anywhere European colonialism has created racial inequityThe term ldquoWhiterdquo is capitalized for different reasons than other racial designations ndash Aboriginaland Black The latter identities are claimed with pride in opposition to the names imposed bydominant White society One of the ways that racism operates is to leave the racial identity ofWhite people unidentified ldquoWhiterdquo is capitalized to interrupt the privilege of having Whitenessgo unnamed
White Supremacy A system based on assumption of the ldquorightness of Whitenessrdquo in whichpolitical economic and social systems result in White people having more privilege and powerthan racialized people
many of the terms in the glossary were adapted with permission from Dancing on Live Embers ChallengingRacism in Organization by Tina Lopes and Barb Thomas Toronto Between the Lines 2006
Appendices
Appendix G Focus Group Findings
The following points are the relevant themes that emerged from the focus groups The groups wereasked to answer the following questions
1 How well has your organization and the various sectors practiced an integrated approach to anti- oppression
bull overall feeling that most are doing pretty good workbull some feel frustrated that the policies etc are not fully put into practice by all staff at an
agencybull feeling that the work is silorsquod and separated ndash working on one oppression at a timebull that the work is framed from a white middle class perspectivebull the work is not happening fast or often enough ndash ie deaf woman services gaps and barriers
2 What are the effective practices in the various areas ie policies programming outreach training org development
bull be committed inventive constantly evolve vigilantbull open to change pushing for changebull inclusion at all levels of an organization working together on committees and groupsbull engage diversity responsive to different needs
3 Where are the challengesbull funding shortages piecemeal and targeted on specific groups onlybull lack of accountability lack of clear policies and proceduresbull lack of inclusivity and diversitybull lack of time to be together communicate etcworkloads of service providersbull silorsquod workbull systemic exclusion internal and societal institutions
4 Visions and suggestions for changebull core guidelines with key values ndash written down and put into practicebull accountability in staff and managementbull commitment from all levelsbull everyone open to challengebull look at themes not populationsbull community drivenbull training and toolsbull fully funded and supported by structures
5 Who would take up the facilitation of changebull not one personbull coalitionsbull community groupsbull all levels of organization including service users
46
Appe
ndic
es
Recommendation(s)
a Conduct a review of existing policies procedures and practices that organizations feel repre-sent their best efforts of an integrative anti-oppressive framework
b Working groups should be created to develop the most effective integrative policies andprograms The groups should include diverse members from different social locations com-munities and be representative of all levels of the organization including service users
c Organizations must support this work by allocating time personnel and resourcesd Organizations must demonstrate commitment to the work by reviewing all policies proce-
dures and programs through the lense of an integrative anti-oppressive frameworke A tool kit should include templates of policies and procedures to simplify the writing of work
done by the committeesworking groupf This work is not static and must be revisited regularly in order to incorporate new informa-
tiong Organizations should offer regular training and workshops on how to put an integrative anti-
oppression framework into practiceh Organizations must hold staff and volunteers accountable to adhering to agency practice by
offering training and supervision including key values in mandate and mission statementsand integrative anti-oppressive practices in personnel and volunteer policies
Focus group participants
The following organizations participated in focus groups in 2005-06 for the Integrative Anti-Oppression Project
Woman Abuse CouncilFCJ Refugee Centre519 Community CentreNelliersquosSpringtidersquos Women with Disabilities ProgramToronto Rape Crisis CentreMulticultural Women Against RapeCentral Neighbourhood HouseAccess Alliance Multicultural Community Health CentreA Commitment to Training and Employment for Women (ACTEW)Arab Community Centre of TorontoAssaulted Womenrsquos HelplineBarbara Schlifer Counselling ClinicBlack Creek Community Health CentreCentral Family IntakeErnestine Womenrsquos ShelterFamily Services AssociationFlemingdon Neighborhood ServicesKorean Canadian Womenrsquos Association
47
Appendices
Macaulay Child Development CentreSt Christopherrsquos HouseSt Joseph Womenrsquos Health CentreSt Michael HospitalStonegate Community Health CentreUrban Alliance on Race RelationsWomenrsquos Counselling Referral and Education CentreYorktown ShelterYWCA
48
Appendix H References
Dancing on Live Embers Challenging Racism in Organizations Tina Lopes and Barb Thomas Be-tween the Lines Toronto 2006
Campbell C (2003) Anti-oppressive social work Promoting equity and Social Justice Editor DrCarolyn Campbell Halifax Nova Scotia Dalhousie UniversityRetrieved Jan 22 2008httpaoswsocialworkdalcawhatisaoswhtml
Roundtable on Anti-Oppression Politics in Anti-Capitalist Movements Edited by Sharmeen Khan ndashparticipants in the roundtable Kirat Kaur Junie Deacutesil Gary KinsmanRetrieved Jan 22 2008httpuppingtheantiorgnode1380
Williams C (2003) ldquoSeeking Cultural Competence What Is It How Do You Develop It and How DoYou Know When Yoursquove Got Itrdquo In WShera (Ed) Emerging Perspectives on Anti-Oppressive Practice(pp 265 - 278) Toronto Canadian Scholarsrsquo Press Inc
- Front Page1-1
- ManualModEN2
- ManualModEN3
- ManualModENCon
-
Intr
oduc
tion
It is important to acknowledge that there are contradictions inherent in attempting to apply an inte-grated anti-oppression framework to policies in a hierarchical structure A hierarchal organizationcannot function within an anti-oppression framework unless its leaders show that they are commit-ted to this approach
Executive Directors and Boards of Directors are in positions of power They set the agencyrsquos direc-tion They have the authority to create an inclusive environment and to make sure that anti-oppres-sion practice is the norm For example Executive Directors need to examine how power is held andactualized both personally and structurally They also need to identify how classism racism sexismableism and other forms of oppression may be manifesting through their position and other positionsof power in the organization
To support integrated anti-oppression work board members and Executive Directors must allocatefunds and staff time to develop programs and practices that will make sure that knowledge aboutdifference diversity and oppression are directing the work They need to make policy review apriority for the organization and allocate funds and staff time for this work
The goal of this toolkit
We hope that this toolkit will help community service organizations become better able to reflect thevalues beliefs and life experiences of everyone in their community In this way they will becomeplaces rich with diversity and difference where everyone works to challenge and dismantle all formsof oppression
History of this projectIn 2005 Springtide Resources (formerly known as Education Wife Assault) started a project to createtools that would help us continue to integrate anti-oppression work in our agency Integrated anti-oppression is not a new concept However many of us felt it was challenging to pull together whatwe had learned over the years to apply it in our organization and to make sure that we applied anti-oppression practice in all our work
The project funded by the City of Toronto involved a series of focus groups Participants includedvarious members of Springtide Resources and other agencies in our social change network Thepeople who participated identified the issues that both individuals and organizations face whentrying to apply anti-oppression in their day-to-day work
As we reviewed the focus group discussions and policies from various organizations it became clearthat organizations have developed some great policies and practices over the years that help createinclusive spaces At the same time we are still challenged by how to consistently integrate anti-oppression practice in all aspects of our work To address this concern we created a framework thatorganizations can use to develop policies with an integrated anti-oppression analysis This frame-work is included as Appendix E
Another thing we learned was that organizations needed a practical tool that would allow them toapply anti-oppression practice to their policies This was especially important to community service
3
IntroductionIntroduction
What is integrated anti-oppression
The term lsquoanti-oppressionrsquo reflects a number of different approaches to the work of addressing thesocial and institutional inequalities that are constructed in our society In North America the theoriesand concepts of anti-oppression grew out of the social justice movements of the 1960rsquos Disenfran-chised groups who were opposing the status quo also began to challenge each other to recognizethat different people within these groups experience different levels of oppression
Anti-oppression approaches to inequality include feminism anti-racism as well as structural andcritical approaches Often anti-oppression work can focus on a single issue perspective or way ofbeing marginalized For example a group may want to address gaylesbianbisexualtranssexualqueer (GLBTQ) rights or womenrsquos rights
Using an integrated anti-oppression model people work together to rebuild existing systems so thateveryone shares the benefits and opportunities of the system Integrated anti-oppression looks at allthe ways people can experience oppression and marginalization and how those social locationsintersect This approach recognizes that individual contexts are different and that peoplersquos livedrealities are complex It is integrated because it asks us to combine information and values from arange of people and sources in order to get a fuller more inclusive result
Integrated anti-oppression requires that people examine their own experiences and actions andcritically analyze social structures of power and privilege It insists that the dominant group recog-nize the power of its own social location(s) and how that power results in societal privilege andbenefit to the exclusion of marginalized people
This approach encourages us not to make assumptions about group identity It emphasizes thatpeople who share a group identity may or may not have similar characteristics and lived experiencesIntegrated anti-oppression reminds us to unlearn what we thought we knew and to think of and workwith people as individuals
Principles of integrated anti-oppressionThe following are principles that guide the integrated anti-oppression model
bull Society operates within a socially constructed hierarchy of difference where somepeople are valued and privileged and others are marginalized and exploited Forexample people living with a disability are devalued by society and their contribu-tion to society is not recognized solely because of their disability
bull People do not belong to just one category or social location Our identities arecomplex and multiple fluid rather than fixed As a result we can be both victims
4
organizations since they are extremely busy doing the work and do not have time to develop theirown materials Hoping to assist these organizations Springtide Resources applied for funding to dothis work The United Way of Toronto granted funding for Phase II of the project in 2007 This toolkitis the result of that project
Intr
oduc
tion
and perpetrators of oppression We often re-create the relations of social powerand control that also oppress us For example one may experience oppressionbecause of female gender but at the same time experience white skin privilege
bull The ideas thoughts and beliefs of people who ldquobelongrdquo to groups that are higheston the social hierarchy create ldquodominant culturerdquo Dominant culture becomes thestandard or norm by which everyone is compared For example in Canada thedominant culture norm of womenrsquos clothing does not include wearing the hijabas a result wearing the hijab is considered unusual and abnormal
bull People who are members of privileged groups have the power to control access toresources and information This perpetuates the cycle of power and oppression forpeople who are not members of these groups People who are marginalized andexploited experience limited access to the power to shape their own past presentand future For example Canadian history has been written from the perspectiveof white skinned European descent colonialists This historical perspective isperpetuated through dominant education institutions as the only true view ofhistory
bull Not everyone from the same social group has the same experiences becausepeople have many different lived experiences When people have multiplymarginalized identities they do not merely face extra barriers their lived experi-ence is entirely different
bull Integrated anti-oppression work requires that individuals accept responsibility fortheir role in perpetrating oppression both interpersonally and systemically Tobring about change individuals and systems must be changed
How is it different from other approaches to equityA formal equality approach generally means that the rules are the same for everyone and nobodygets special considerations or favors A formal equality approach assumes that if the same rule isapplied to everyone it will produce equal results This approach is flawed because it does notrecognize differential impacts and circumstances It renders social discrimination and oppressioninvisible by insisting it either does not exist or does not matter
Cultural competence is an anti-oppression practice that encourages people to work across culturalvariations It asks individuals and organizations to focus on understanding the characteristics andneeds of ldquodiverse groupsrdquo Cultural competence encourages people to include diverse groups inexisting frameworks
This approach is limited because the dominant grouprsquos culture is accepted as the norm and diversityis identified as anything outside of those norms Often with cultural competence the dominantgroup does not critically examine its power and privilege This approach also reinforces identitypolitics and divisions between groups that are based on superficial characteristics and social mark-ers
5
IntroductionIntroduction
Another approach is substantive equality or equity which recognizes that the same rules applied toeveryone will not produce equal results because of different circumstances and socialdiscriminations at present and in the past Sometimes substantive equality tries to remedy theeffects of past discrimination by providing additional supports to those who have historically beenmarginalized Integrated anti-oppression is comparable to the substantive equality approach
Barriers and challenges to integrated anti-oppression
Working from an integrated anti-oppression framework is not easy for a variety of reasons It isimportant to acknowledge this and find ways to continue the work Here are some of the most com-mon barriers and challenges and how you can address each one
Not enough timeIn social service agencies there is always more work and limited funding In some casesorganizations have had to reduce their number of staff or number of programs Communityservice organizations have been seeing higher demands for services from people who seemto have greater and greater needs
Anti-oppression work is often thought of as work that can wait as an administrative functionrather than work that requires our full and urgent attention But policies that do not reflectintegrated anti-oppression analysis are not effective for many people This can lead to confu-sion and make it hard for organizations to proactively respond to the needs of clients volun-teers staff and communities
When we create policies using an integrated anti-oppression analysis programming willbecome more meaningful and thereby more effective This approach also helps us learn newways of doing things When the work is shared and delegated differently we can discovernew efficiencies
Not enough money to implement policy changesImplementing real change will cost money and agency budgets are already stretched thinRemember that not making changes will affect everyone in the organization The people whowill feel the pinch the least are those who have the power to make decisions about thebudget
Most organizations cannot afford to make radical changes all at once to their frameworks andprograms As with any structural change organizations need to create a plan to phase inchange The plan should include clear timelines name who is accountable and allocate fundsfrom the budget The plan should also include priorities a risk and benefit analysis of whatyou hope to achieve and steps to meet your goals
Not understanding what lsquointegrated anti-oppressionrsquo means and how to put it into practiceThere is little information and few resources about applying an integrated anti-oppressionframework Much that has been written has focused on theory more than on how to use the
6
Intr
oduc
tion
7
framework This is challenging for organizations that are inundated with direct servicedemands and have no time to develop their own materials As this work becomes morewidespread it is certain to generate more practical tools for busy agencies
Feeling overwhelmed by how broad the work isMany people doing this kind of policy work for the first time say that not having an inte-grated analysis of oppression makes it hard to change policies Organizations struggle withcompartmentalizing issues of oppression and marginalization for example we may addressracism but we donrsquot connect it to disability issues and recognize how racism impactsracialized people living with a disability Changing policies can quickly become overwhelm-ing if an organization is trying to have a different policy for each marginalized group
Integrated anti-oppression looks at how we can experience systemic oppression and per-petuate oppression at the same time in the same moment This is why the work is ongoingndash no one is an expert Being forgiving of one another can help foster an environment ofchange and learning You can do this by being open to other peoplersquos mistakes and over-sights and by noticing your own Remember that mistakes are opportunities to learn anddevelop
Being afraid of change or of losing position status privilegeWe can all expect to feel uncomfortable with change and to be afraid of losing what wehave Our society fosters feelings of instability and insecurity and encourages people to beafraid of losing what they have gained Historically marginalized groups have not had ac-cess to positions of power to the ability to make decisions or even to stable permanentfull-time positions
Systems of oppression allow some people to have success and achievement at the expenseof other people It does not have to be that way An integrated anti-oppression frameworkallows us to find ways to share access and power equally
Being afraid of not being able to accommodate everyone or of making a mistakeWhen people are afraid they can freeze and not take any action Of course everyone willmake mistakes No organizationrsquos policies are perfect examples of integrated anti-oppres-sion Nobody even knows what fully integrated anti-oppression looks like
Approach this work with honesty and integrity Build a system that allows people to ac-knowledge their limitations errors and shortcomings This will allow real change to happenConfidence will grow as knowledge and insight grow Stay committed to the work
Not having the willWorking with an integrated anti-oppression framework requires time effort commitmentand funds It asks us to be vulnerable enough to hear how we as individuals and organiza-tions oppress others in spite of our intentions Integrated anti-oppression involves workingthrough conflict and struggle This is a lot to ask But it is possible
IntroductionIntroduction
8
If we procrastinate make excuses and constantly avoid the work others may come to be-lieve that we are not committed to the work If you believe that this work is important takerisks and begin
Not having the formal power to make changesIf you do not have much formal power in the organization it will be difficult for you to be anagent of change However you can still do important work Social justice work is best donein groups Find allies and build a support network Together apply pressure to people whohave the power to change things They will find it hard to ignore a growing group of peopleIt is easier for them to disregard a single voice
Not being supported by others or doing the work aloneIt is very difficult to be the agent of change when you have little or no support from peersand colleagues If you are in this situation try to find ways for others to join the struggleEveryone will experience oppression at some point in their lives By helping them to see thatthis may make it possible for them to discover why equity is important Finding commonground is a good place to start
Everyone involved is at a different level of understandingEveryone is always at a different place in their learning People who have been anti-oppres-sion activists for years can share insights resources and information with others who arejust beginning to think about these issues Be compassionate Gently challenge yourself tokeep deepening your understanding and to help others do the same Approach everyone as apotential ally
Appl
ying
Inte
grat
ed A
nti-o
ppre
ssio
n To
Pol
icie
s
Part 2 Applying integrated anti-oppression to policies
The five steps in integrated anti-oppression policy review
Developing and revising policies can be a huge administrative task that costs a lot of money As aresult policies in community service organizations tend to stay the same for years This is a problemPolicies set out how the organization works and must be revised regularly as information changesand our knowledge grows We hope that our five-step process will make it easier to plan for andinclude integrated anti-oppression in your policy review process The five steps are
1 Set a schedule for reviewing policies
2 Create a work plan
3 Set up a Policy Review Committee
4 Review the organizationrsquos policies
5 Make recommendations
The sections below explain more about each step Appendix A includes blank copies of the forms youcan use at each step in the process
9
Applying Integrated Anti-oppression To Policies
Step 1 Set a schedule for reviewing policies
Every organization should regularly include policy review in its work plan A policy review schedulecan make sure that all of the organizationrsquos policies are examined every two or three years
The schedule should include all of your policies and say which policies will be reviewed each yearBy rotating which policies are reviewed the organizationrsquos policies will become living documentsthat change and grow as knowledge increases
Consider how many policies a committee can review in a six to eight week period Build your sched-ule to reflect the size of your organization and the number of policies you need to review
Here is a sample schedule for a small organization
Use the chart on page 26 (Appendix A) to create your policy review plan
10
etaD aerA weiverotseicilopfotsiL
1raeY lennosreP gniriHgniriF
stifeneBeeyolpmEseiciloplennosreprehtO
2raeY lanoitarepO gnimmargorPtseretnIfotcilfnoC
erusolcsid-noNytilaitnedifnoCseiciloplanoitareporehtO
3raeY srotceriDfodraoB tnemtiurceRdraoBseettimmoC
laicnaniFseicilopdraoBrehtO
Appl
ying
Inte
grat
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n To
Pol
icie
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Step 2 Create a work plan
Once you have a policy review schedule create a work-plan for the policy review process Make sureto allow enough time for a successful and meaningful review
To help create this work plan we suggest using the Framework for Policy Review and Developmentincluded as Appendix E Here is a sample of a basic work plan
Use the chart on page 27 (Appendix A) to create your workplan Use the Framework on pages 36 to40 (Appendix E) to help you develop the work plan
otsdeentahWneppah
siohWelbisnopser
sksaT eniLemiT
tegdubapoleveD rotceriDevitucexE ctesesnepxetsaceroF 1yraurbeF
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etivniotrettelaetirWsrebmemytinummoc
dnasresuecivrestiurcerffats
1beF-retteL
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-sweivretnIskeew2
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srebmem
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saheettimmocerusnEnigebotsecruosereht
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nosiailffats
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ctesegnahcrof
52enuJ
11
Applying Integrated Anti-oppression To Policies
Step 3 Set up a Policy Review Committee
Often people think that committees are a cumbersome and time-consuming way to work Howeverworking with a diverse group is the best way to build integrated anti-oppression into the organiza-tionrsquos policies
You will need to decide the size of your policy review committee It should be large enough to includea variety of perspectives but not so large that it will be difficult to complete its work in the time setfor the process Remember to think about how many people the budget can accommodate and whoshould be represented
Committee members will have access to sensitive and confidential material For this reason theymust agree to confidentiality and sign a letter that outlines this agreement
Inviting members to joinInvite or recruit members from the community and from within the organization You should
bull use accessible language and formats in your invitationbull invite people to join well before the committee starts its work andbull give people clear information about what you expect from the committee what their
responsibilities will be and how much time the committees work will take
Who should be on the committeeMake sure that the committee reflects diverse identities and has representation from people whodo not traditionally have decision making power
bull the majority of the committee should identify as racialized or aboriginalbull the majority of the committee should be people who have no or little decision-making
power in the organizationbull all committee members should identify part of their social location as a member of a
marginalized group andbull as a whole the committee should represent the demographic of people who use the
organizationrsquos service
Make sure that your committee includes representation from people who will be impacted by thepolicy such as
bull community members including service usersbull Volunteersbull Frontline staffbull Managementbull Board
People who sit on behalf of the Board of Directors and management must be able to make decisionsand speak on behalf of the decision-makers they represent Make sure they are clear about whatprocess they should use to check in and communicate with the board or management
Supporting the committeeThe organization must fully fund the participation of all committee members This includes moneyfor transportation child care interpretation accessible space and attendant care An honorariumshould be given to committee members who are community members
12
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ying
Inte
grat
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n To
Pol
icie
s
Ideally the organization shouldbull Provide financial support to everyone without stigmatizing those members who are
poor or who identify as marginalized socio-economically In addition the organizationmust work with members who receive social assistance to make sure that they arenot penalized for any financial support they get for doing this work Perhaps one ofthe first policies the committee could review is the Honorarium policy or the policiesabout Committee Membership
bull Supply a resource person to the committee Their role is toi keep notes of the meetingsii make notes about recommendations for how policies should be revisediii research legislative benchmarks human rights provisions employment
standards and any other matters as needediv create information packages for committee members that include relevant
internal documents such as complaints salary and benefit grids and collec-tive agreements
v report back to the organization on the committeersquos progress or on issues thatneed broader discussion
If this person is a staff person with other responsibilities they should be given timeto work on this process Committee work should not be added on to their otherduties and squeezed in when possible Allocating staff time for this work is one wayto make sure it has priority within the organization
bull Develop terms of reference for the committee It should include a statement of thecommitteersquos mandate The terms of reference should include details of the scopeand boundaries of the work the timelines and the responsibilities of the committeeas a whole and of the facilitators (See Appendix B for sample terms of reference)
bull Ensure all committee members have a copy of the organizationrsquos anti-discriminationandor anti-harassment policy In addition consider developing some guidelines forconflict resolution (see Appendix C for a sample of conflict resolution guidelines )
bull Develop an agenda for the meetings For the first meeting the agenda should in-clude
i choosing a facilitator and co-facilitatorii reviewing the terms of referenceiii introduction to the process and each otheriv schedule of meetingsv introduction to the package of materialsvi expectations and role of the committeevii discussion about the power differences between committee members and how the committee should be mindful of this while making decisionsviii guidelines for decision making (see Appendix D for a sample of a decision making chart)
Ask the committee members to provide feedback on their experiences working on this projectafter they go through the whole policy review process This will support the organization toidentify and alleviate barriers and improve the process for the next round
13
Applying Integrated Anti-oppression To Policies
Step 4 Review the organizationrsquos policies
Once the committee is ready to begin work it should review each policy We have developed ques-tionnaires to help facilitate discussion of the three vital questions at this stage of the processnamely
bull how accessible is the policybull how are different people affected by the policybull how can the policies be changed to truly include everyone
Blank copies of these questionnaires are included in Appendix A
To help you understand how to use these tools we have included questionnaires that have beencompleted in response to the following policy provided by Springtide Resources Please note thatthis is an old version of one of our policies Springtide Resources has recently used the integratedanti-oppression framework to update all of its policies
Sample policy ndash PAID HOLIDAYS(from Education Wife Assault (EWA)ndash the name for Springtide Resources before 2006)
EWA staff will be paid for ten statutory holidaysNew Yearrsquos Day Canada day Thanksgiving Day BoxingDay Good Friday Christmas Day Labor Day Victoria DayEaster Monday Civic Holiday
A religious holiday of the employeersquos choice may be substituted forEaster Monday
Permanent part-time staff who work 21 hours a week are entitled to allstatutory holidays
Building Closure
When the EWA offices are closed between Christmas and New Yearrsquosemployees will be paid for these days
14
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ying
Inte
grat
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n To
Pol
icie
s
How accessible are your policiesThe questions in this section are designed to help you think about whether the policy documents areaccessible ldquoAccessiblerdquo includes where the policy is physically located its format and how mean-ingful the policy is The best policies will be representative and make sense to a variety of users
To make policies accessible you should aim toKeep the policies in a place where anyone who wants to read them can access themwithout barriersMake sure that the policies can be and are translated into different and appropriatelanguage and cultural interpretations as well as physical formatsUse language that is clear and direct rather than full of jargonUse wording that makes the policy intentions easy to understandHave a clear statement about who the policy applies to and who is responsible forputting it into practiceBeing flexible in the policy to allow for different cultural beliefs and values unlessthere are legal reasons to limit your flexibility
Questions for discussionTo check your policies for accessibility use these questions in your discussion
1 Is the policy in a barrier-free location
2 Is the policy available in different formats Do we invite comment about the format
3 Is the policy written in language that is easy for most clients and all staff to understand Lookfor jargon that only makes sense to workers in your organization but is not recognized by others
4 Can the policy be easily translated to other languages
5 Does the policy say who it affects Does it say who is responsible for implementing it
6 Does the policy reflect various cultural beliefs and values This question can lead to a toughdiscussion about cultural beliefs and values that may undermine social equity There are nofast and easy answers but again the policies should be living documents that change and adaptto our new information and knowledge about difference
7 If there is a process in the policy are the steps flexible and adaptable to accommodate differ-ences
8 Does the policy invite people to give feedback and comments about what it says
Record your decisions on the form ldquoHow accessible is this policyrdquo This form is on page 28 (AppendixA)
15
Applying Integrated Anti-oppression To Policies
Here is how we used our questionnaire to assess our policy about Paid Holidays
How accessible is this policy
16
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X ehtnoyllacinortceleelbaliavaylnOrevres
seicilopehtsseccanacffatsylnO
tnereffidnielbaliavaycilopehtsIstamrof
ehttuobatnemmocetivniewoDtamrof
X
X
ffodetnirpnehw-tnirpnielbaliavaylnOrevreseht
enoynamorfkcabdeefdeticilostnevaH
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X yrotutatSeinograjemossesUdetlitssiegaugnaL
nepogninaemehtsevaelegaugnalemoSnoitaterpretniot
ylisaeebycilopehtnaCsegaugnalrehtootdetalsnart
X
tiohwyasycilopehtseoDstceffa
rofelbisnopsersiohwyastiseoDtignitnemelpmi
X seeyolpmednaffatsemit-trapseifitnedIrofelbisnopsersiohwyfitneditonseoD
noitatnemelpmieraffatsrehtowohyfitneditonseoD
detceffa
suoiravtcelferycilopehtseoDseulavdnasfeileblarutluc
X emitdiaptegelpoepdnadesolcsieciffOsyadilohnaitsirhCrofffo
rosnoitarbeleclarutlucsyadilohrehtOdenoitnemtoneraslautir
ycilopehtnissecorpasierehtfIdnaelbixelfspetsehtera
etadommoccaotelbatpadasecnereffid
X dewollasinoitutitsbusenO
otelpoepetivniycilopehtseoDstnemmocdnakcabdeefevig
syastitahwtuoba
X gniydemeryfitneditonseodycilopehTspets
wohyfitnedirokcabdeefticilostonseoDsmelborpehtsserddaot
Appl
ying
Inte
grat
ed A
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ssio
n To
Pol
icie
s
How do our policies affect different peopleThe questions in this section are designed to facilitate discussion about the impacts of policies ondiverse lived experiences Some questions can be answered with yes or no responses and othersrequire more information The term ldquoimpactrdquo in this context is used in a broad sense to refer to bothbenefits and restrictions
To consider how people are affected you should aim for a policy thataffects people equitablyincorporates values that are of similar importance for people with different livedexperiencessays what it does not do and outlines steps to changewas created with input from the range of people who are affected by it
Questions for discussionTo check how your policies affect different people use these questions in your discussion
1 How has the policy been implemented What procedures and practices have resulted
2 Who benefits from this policy How
3 Who does not benefit How
4 What are the barriers to equitable impacts What are the kinds of barriers (legislated finan-cial etc)
Record your decisions on the form ldquoHow does this policy affect different peoplerdquo This form is onpage 29 (Appendix A)
17
Applying Integrated Anti-oppression To Policies
Here is how we used this questionnaire to assess our policy about Paid Holidays
How does this policy affect different people
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ycilop
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ehtotycilopsihttuobastnialpmoclamrofniweiverrofeettimmoCyciloP
18
Appl
ying
Inte
grat
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n To
Pol
icie
s
What are the gaps in policy and what can we do to make changesThe questions in this section are exploratory to help begin discussions to identify gaps and generateideas for change Use a flipchart with the questions as headers This will allow everyone to contrib-ute and build on the information and ideas
Questions for discussion
1 Does the policy recognize and identify how different people will be affected
2 Is the policy flexible enough to respond to the different lived experience that people have
3 If the policy is not flexible does it say what the organization will do to change this Does theplan for change include timelines
4 Does the policy say how people can give input or feedback about how the policy affectsthem What comments questions and complaints do people have about this policy or thepractices and procedures that this policy has created
5 Does the policy include diverse cultural norms and values What are they
Record your decisions on the form ldquoPolicy gaps and what we can dordquo This form is on page 30 (Ap-pendix A)
19
Applying Integrated Anti-oppression To Policies
Here is how we used this questionnaire to assess our policy about Paid Holidays
Policy gaps and what we can do
20
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krownoitnettAfoaerA
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X ybstcapmilaitnereffidseifitneditIdnaffatsemittrapgnigdelwonkca
-retsaEetarbelectonodohwesohtsrehtoon
othguoneelbixelfycilopehtsIdeviltnereffidehtotdnopser
evahelpoeptahtsecneirepxe
X ehtotsseccaffatsemittrapsreffOylno-ffoemityadilohnaitsirhCdiap
)sruoh12revo(ffatsemittrapniatrecdeifitnedisrehtoon-
tiseodelbixelftonsiycilopehtfIodlliwnoitazinagroehttahwyas
sihtegnahcot
edulcniegnahcrofnalpehtseoDsenilemit
X
X
oN
oN
elpoepwohyasycilopehtseoDtuobakcabdeefrotupnievignac
mehtstceffaycilopehtwoh
X deticilostonsinoitamrofnioN
esrevidedulcniycilopehtseoDseulavdnasmronlarutluc
yehteratahW
X ssalcfonoitingoceremossierehTotsrekrowemittraprof-seussi
emostifenebyadilohsuoigilerenosierehT
emos-dewollanoitutitsbusecnereffidfonoitingocer
Appl
ying
Inte
grat
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Pol
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s
Step 5 Make recommendations
Once the committee has assessed the policies it must create a report that outlines its recommenda-tions The report should summarize how each policy could be improved To come up with recommen-dations for improving each policy the committee can review comments from the questionnaires
The main question in this step of the process is What would improve this policy so that it inte-grates anti-oppressive practice Use flipchart paper to record ideas This allows committee mem-bers to share information and build upon each otherrsquos ideas
Facilitate the discussionThere will be different perspectives and ideas about what changes will benefit people and how toaccomplish these changes Because of this there is potential for conflict Here are some hints tohelp make sure that this discussion will lead to recommendations that can help your organization
Ask the committee to choose a facilitator for the discussion Their role isto support everyone in being heardto solicit all ideas and perspectivesto make sure that opposing viewpoints or challenges are given and received in afriendly and open mannerto help the committee build consensus andto finalize recommendations
The facilitator should not offer ideas to the discussion Their role is to help make sure all of thecommitteersquos ideas are recorded The organization may choose to hire an outside facilitator for thispart of the discussion
Have the facilitator review the committeersquos Terms of Reference and Conflict Guidelines Remindeveryone that this is ongoing work
Write a reportFor each policy the committee should write a recommendations report
This report has three columns
Write the committeersquos recommendations in the left-hand column The recommendations may rangefrom fairly simple to quite complex They can be one-time actions or multi-staged changes
The committee should leave the two columns on the right empty ndash these will be filled out by deci-sion-makers in the organization They will review the recommendations and decide what to do withthem
noitadnemmoceR elbisnopsersiohW enilemiT
21
Applying Integrated Anti-oppression To Policies
Assessing the recommendationsAs soon as possible the decision-makers in the organization should review the recommendationsand fill out the right-hand columns of the recommendations report The management or Board ofDirectors must decide Who is responsible They must also set a Timeline
The organization is not required to act immediately on all of the committeersquos recommendationsSome recommendations may not be possible or viable in the immediate future and may need longerterm planning
To decide how to implement the recommendations the decision-makers should considerbull how urgent the issue isbull the workloads of the staff involved in changing the policybull the fiscal timingbull what research the organizations needs andbull how much time the organization needs to prepare
For example a policy change that does not involve employment standards or financial supports couldbe implemented fairly quickly A policy change that involves rewriting translating and adaptingpolicies will takes time so it may not be implemented until well after the organization has finishedtaking care of its year-end reporting responsibilities
Once the Board or management has done this work they should give copies of their completedreport to every member of the committee and to all staff volunteers and community members whoare affected by the policy This helps keep the policy process open and helps people feel that thepolicy process is collaborative among everyone in the organization
Use the ldquoReport of recommendationsrdquo chart on page 31 (Appendix A) to record your decisions
22
Appl
ying
Inte
grat
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Here is a sample report of recommendations
Report of recommendations
23
noitadnemmoceR elbisnopsersiohW enilemiT
diapwollaottnemetatsycilopegnahCsuoigileraevahtahtsyadilohyrotutats
yllacificepsnoitcennoclarutlucroyadirFdooGyaDgnixoByaDsamtsirhC
otyaDsraeYweNdnayadnoMretsaErosuoigilerhtiwdegnahcxeeb
toneratahtsetadtnatropmiyllarutlucsdradnatstnemyolpmeehtnideifitnedi
tca
ehtfoeettimmoCyciloPsrotceriDfodraoBrotceriDevitucexE
shtnom6nihtiW
neewtebeciffoehtesolctonoDdaetsnIsraeYweNdnasamtsirhC
tahtsyadretaolfsaesohtreffoyehtrevenehwekatnacseeyolpme
esoohc
ehtfoeettimmoCyciloPsrotceriDfodraoBrotceriDevitucexE
shtnom6nihtiWtxenehterofeb(
)erusolc
nitnemyolpmefoslevelehtllayfitnedItcartnocsahcusnoitazinagroeht
sruoh12nahtsselemit-trapsrekrowrofseifilauqhcaerehtehwyfitnedIcte
ffoemitdiap
ehtfoeettimmoCyciloPsrotceriDfodraoB
shtnom3nihtiW
hcussmretniatrecfosnoitinifedddAycilopehtotsyadilohyrotutatssa
oiratnOehtotecnereferekaMtahtnoitalugeRsdradnatStnemyolpmE
ycilopsihtstceffa
ehtfoeettimmoCyciloPsrotceriDfodraoB
shtnom3nihtiW
ycilopehtfoypocdrahatuotnirPseiciloprehtohtiwrednibanitituP
siohwenoyreveerehwrednibehtecalPdnatisseccanacycilopehtybdetceffa
tidaer
rotceriDevitucexEsreganaMmargorP
shtnom3nihtiW
emitynanisyadfoegnahcxeedulcnIswonkenoyrevetahtoserudecorpffo
odottahw
rotceriDevitucexEsreganaMmargorP
shtnom6nihtiW
Appendices
Part 3 Appendices
Appendix A Forms
Appendix B Sample Terms of Reference
Appendix C Sample Conflict Resolution Guidelines
Appendix D Sample Decision Making Chart
Appendix E Framework for policy development and review
Appendix F Glossary of Anti-Oppression Terms
Appendix G Focus Group Findings
Appendix H References
24
Appe
ndic
es
Appendix A Forms
bull Plan for policy reviewbull Work planbull How accessible is this policybull How does this policy affect different peoplebull Policy gaps and what we can dobull Report of recommendations
25
Appendices
Plan for policy review
26
etaD aerA weiverotseicilopfotsiL
1raeY
2raeY
3raeY
Appe
ndic
es
Work plan
otsdeentahWneppah
siohWelbisnopser
sksaT eniLemiT
27
Appendices
How accessible is this policy
seYsdeeN
krownoitnettAfosaerA
aniycilopehtsInoitacoleerf-reirrab
nielbaliavaycilopehtsIstamroftnereffid
tuobatnemmocetivniewoDtamrofeht
ninettirwycilopehtsIrofysaesitahtegaugnal
dnatsrednuotstneilctsom
ylisaeebycilopehtnaCrehtootdetalsnart
segaugnal
tiohwyasycilopehtseoDstceffa
siohwyastiseoDrofelbisnopser
tignitnemelpmi
suoiravtcelferycilopehtseoDseulavdnasfeileblarutluc
ehtnissecorpasierehtfIspetsehteraycilop
otelbatpadadnaelbixelfsecnereffidetadommocca
etivniycilopehtseoDkcabdeefevigotelpoep
tahwtuobastnemmocdnasyasti
28
Appe
ndic
es
How does this policy affect different people
snoitseuQ noitnettAfosaerA
neebycilopehtsahwoHdetnemelpmi
evahsecitcarpdnaserudecorptahWdetluser
ycilopsihtmorfstifenebohW
woH
tifenebtonseodohW
woH
otsreirrabehtyfitnediuoynaCeraepyttahWstcapmielbatiuqe
)ctelaicnanifdetalsigel(yeht
dnasnoitseuqstnemmoctahWsihttuobaevahelpoepodstnialpmocserudecorpdnasecitcarpehtroycilop
detaercsahycilopsihttaht
ecivresffatsehtodtahWrosrebmemytinummocsresu
ycilopsihttuobayassreetnulov
29
Appendices
Policy gaps and what we can do
seYsdeeN
krownoitnettAfosaerA
wohyasycilopehtseoDeblliwelpoeptnereffid
detceffa
lliwelpoeptahttimdatiseoDsyawtnereffidnidetceffaeb
hguoneelbixelfycilopehtsItnereffidehtotdnopserot
elpoeptahtsecneirepxedevilevah
elbixelftonsiycilopehtfIehttahwyastiseod
otodlliwnoitazinagrosihtegnahc
egnahcrofnalpehtseoDsenilemitedulcni
wohyasycilopehtseoDrotupnievignacelpoepehtwohtuobakcabdeef
mehtstceffaycilop
edulcniycilopehtseoDdnasmronlarutlucesrevid
seulav
yehteratahW
30
Appe
ndic
es
Report of recommendations
noitadnemmoceR siohWelbisnopser
enilemiT
31
Appendices
Appendix B Sample Terms of Reference ndash Policy Review Committee
PreambleINSERT YOUR ORGANIZATION NAME is committed to applying an integrated anti-oppression frame-work to all undertakings of the organization To that end the organization will ensure that all poli-cies will be regularly reviewed and updated to reflect an integrated anti-oppression perspective
MandateThe mandate of the Policy Review Committee is to review the policies listed below with the objectiveof providing the organization with feedback and recommendations as to how the policies can betterreflect an integrated anti-oppression analysis The committee may also recommend the deletion oraddition of policies in this process
Type of Committee
The Policy Review Committee is a short term project based committee composed of communitymembers from the service area of YOUR ORGANIZATION NAME and frontline staff managementvolunteers Board and people who have accessed our service
Composition
Members should self-identify in one or more of the following waysbull racialized or aboriginalbull people who have little or no decision making power in the organization including service usersbull members of a marginalized groupbull representative of the demographic of organizationrsquos community
Timeline
The committee will complete the said work in a period of not longer than INSERT DATE HERE (3months from the start date of the review)
Deliverables Recommendations Report
Scope
Committee members shall have access to the policies of the organization mission statement by-laws salary grids collective agreements board meeting minutes complaints received strategicplan and all other relevant documents with the exception of the followingbull personnel filesbull in-camera Board meeting minutesbull client filesbull private legal material
32
Appe
ndic
es
Appendix C Sample Conflict Resolution Guidelines ndash Policy ReviewCommittee
PrinciplesIt is in places of conflict that the potential for change exists Conflicting ideas beliefs and valueswill ensure a rich dialogue and essential learning opportunities for everyone Committee membersare charged with reminding themselves that the committee exists in the service of the organizationwith the ultimate goal of better serving the community Each person on the committee has theresponsibility to deal directly with each other and commit to engaging with each other as allies inthis work
The organization will endeavor to assemble the relevant material that will be useful in meeting theobjectives of the committee prior to the beginning of the project and will ensure that any relevantmaterials will be delivered to the committee as quickly as possible
The decisions and recommendations of the committee do not bind the organization into action TheBoard of Directors andor Executive Director of the organization will review the recommendations ofthe committee and ultimately decide what can be instituted
Budget and Additional Resources
The Policy Review Committee has a budget of $$$$$ The budget will cover the committee costs- member expenses childcare travel long distance calls honorarium- meeting expenses accessible meeting room refreshments conference calls- accessibility expenses ASL interpretation note taking attendant care- supplies photocopying office supplies
Staff resource- maintain minutes and discussion notes for the committee- retrieve documents that the committee requires- assist in organizing meetings and refreshments for meetings
Meetings
Meetings will be held at an accessible meeting space ndash onsite at the organization if possible
The committee is responsible to elect co-chairpersons during the first committee meetingThe responsibilities of the co-chairs in consultation with the whole committee are tobull organize meetingsbull develop the agendabull organize committee communicationbull keep committee members on taskbull organize the completion of the final reportbull maintain communication with the organization including updates requests concerns etc
33
Appendices
34
Remember that resolving conflict does not necessarily mean that a person will change their view-point or opinion A resolution of conflict implies that each party has had the opportunity to sharetheir perspective be heard have opportunity for discussion and then have closure
How we deal with our colleagues when we have a different opinion or viewpoint can either open usup to new learning or shut us down The following are some key points to keep in mind
i Recognize that conflict is a healthy part of communication if all parties understand theirresponsibilities in the process
ii Parties should approach the process with the idea of creating a learning environmentiii Parties should be prepared to listen to each other ndash that is really listen without interrupt-
ing or preparing your argument in your headiv If you are challenging a statement made by another person ndash it is important to state
concisely where you believe the problem lies and if it furthers the learning moment tostate the impact on yourself
v Do not belabor the point or make comments about the otherrsquos motivation for the state-ment (ie They are ignorant bigoted etc)
vi The person who has been challenged should take away the information to think aboutwhere their learning lies ndash the statement back to the challenger should include how youwill approach the information that was shared with you from the other person
vii If you do not agree with the challengerrsquos view ndash further dialogue may be necessaryviii State your own view and where you believe the problem liesix Each person is responsible to think critically about the otherrsquos view with a goal of finding
common ground andor compromise andor the decision to agree to disagree ndash which isallowing space for differing points of view
x It is important that both parties do not disengage from the process by complaining orexpressing dissatisfaction about the other person to other people ndash that kind of behaviorlowers the integrity of the process and the party who engages in it
xi Try to understand each otherrsquos perspective without judging the person or making assump-tions about each other
Co-chairs responsibilitiesbull reminding members of the guidelines of conflict resolutionbull arranging time in the agenda to address conflict in the groupbull mediating conversations between the parties in conflictbull negotiating resolutionbull If the conflict is in regards to making a decision The co-chairs should refer to the decision
making guidelines
The guidelines presented above should not be used in situation of discrimination and abuse Inthose situations the committee should follow the procedures in the organizations anti-discriminationor anti-harassment policies
Appe
ndic
es
35
snoitpO snosaeRstifeneBrof
snosaeRsmelborPtsniagA
puorGnoisiceD
rofsnosaeRnoisiceD
Appendix D Sample Decision Making Chart ndash Policy Review Committee
Appendices
36
App
endi
x E
Fra
mew
ork
for p
olic
y re
view
and
dev
elop
men
t
We
deve
lope
d th
is fr
amew
ork
duri
ng th
e fir
st p
hase
of t
his
proj
ect
Its
purp
ose
is to
hel
p or
gani
zatio
ns u
se a
n in
tegr
ated
ant
i-opp
ress
ion
fram
ewor
k ap
proa
ch w
hen
revi
ewin
g an
d de
velo
ping
pol
icie
s
NOITSE
UQ
EG
NELLAH
CES
NOPSE
R
esoprupeht
sitah
Wrodna
ycilopsiht
foerudecorp
erusneotyrassecen
siycilop
aneh
wwonk
ottluciffid
ebn ac
tIruoy
tahterusne
otdna
seicilopyna
moot
gnitaercton
erauoy
ehtgniyfitnedI
stnemetats
gnitcilfnocgnika
mton
e raseicilop
edivorpsalle
wsa
sllaftipeseht
diovapleh
nacesoprup
otyrassecen
eblliw
serudecorptah
wdna
wohot
sanoi tcerid
esoprupeht
teem
bull bull bull bull
ycilopeht
rofelanoitar
ehtedivorP
tnetniytiuqe
ehtyfitnedi
ylraelCseitilibisnopser
evitalsigelyfitnedI
)s(ycilopetairporppa
ehtot
serudecorpkniL
tifycilop
ehtseo
Dycnega
ehtnihti
wnoissi
metad nam
rodnatne
metatsseulav
fotne
metatssfeileb
dna
woH
dnaetadna
mrieht
eniltuotaht
stnemetats
evahseicnega
ynaM
roFetadna
meht
teemlli
wyeht
wohtuoba
sfeilebrieht
elpmaxe
nasi
nemo
wllatsniaga
ecneloivlladne
otelpmaxe
er usneneht
tsum
wolloftaht
seiciloPtne
metatsnoissi
ma
fotsniaga
ecneloivgnitauteprep
tonsi
noitazinagroeht
tahtnoisserppo
ronoisulcxe
fomrof
ehtni
nemo
w
bull bull bull bull bull
fotne
metatsstnemucod
tnavelerllaweiveR
ctetnemetats
noissimetadna
msfeilebeht
stroppusycilop
ehtfi
enimrete
Detadna
mnoissim
seitiugibma
ehtyfitnedI
seulaveht
htiw
st sartnocycilop
ehtfi
enimrete
Dnoitazinagro
ehtfo
ycilopeht
oteka
mnac
uoysegnahc
ehtyfitnedI
tievorp
miot
tifyc ilop
ehtseo
Deht
htiw
snoitazinagronoitisoplacitilop
wo
H
tahtnoitisop
nasitrapa
naem
tonseod
noitisoplacitilopA
ynamrehtaR
ytraplacitilopralucitrap
astroppus
seussiralucitrap
nosnoitisopdepoleved
evahsnoitazinagro
noitazinagrotsini
mefa
ebya
mnoitazinagro
ruoyelp
maxeroF
dluow
serudecorpdna
seicilopruoy
noitazinagrotsini
mefa
sAytiuqe
yapeikro
wemarf
ytilauqesna
mow
awollof
ctestifenebrevigeracyli
mafdednapxe
bull bull
snoitisoplanoitazinagroeht
ssucsiddna
yfitnedItub
nettirwnu
erataht
seussilaicosgnidrager
esohtfo
emoS
noitazinagroruoy
nihtiw
tsixeyap
msireetnulovsvrobal
diapedulcniya
mcteseussi
htlaehlatnemytiuqe
-tne
metatsfeileb
aot
snoitisopetairporppa
ddAtsixe
tonseod
enofi
enoetaerc
ro
Appe
ndic
es
37
NOITSE
UQ
EG
NELLAH
CES
NOPSE
R
teem
ycilopeht
seoD
sdradnatsmu
minim
noitalsigelrobal
fosthgir
namuh
ycavirpnoitalsigelrednufnoit alsigel
dnastne
meergalautcartnoc
rehtostne
meerga
mehtdeecxe
tiseo
D
lautcartnocdna
evitalsigeltee
mylraelc
dluohsseiciloP
nettirw
si)noitalsigel
ytiuqeneve(
noitalsigeLseitilibisnopser
ehtno
desabsi
tahtkro
wemarf
erutluctnani
moda
morfeht
tcetorpot
keesyehT
spuorgsuonego
mohfo
noitpmussa
elpoepfo
sthgireht
ecnavdatonelpoep
dezilanigram
fosthgir
dnoyebog
dluohsseicilopkro
wemarflanoitcesretni
naylppa
oTsdradnatsla
minim
bull bull bull bull
snoitazinagroeht
dnatsrednudna
weiveR
waleht
rednuseitilibisnopser
seitilibisnopserdnatsrednu
dnastcartnoc
weiveRstcartnoc
fos
mreteht
rednullaf
snoitatcepxemu
minim
ehtereh
wyfitnedI
sseccaot
tnemevorp
midna
tnemecnavda
fot rohs
ytiuqedna
lauqetroppus
nacnoitazinagro
ruoysya
wyfitnedI
ytinutroppo
sihtseod
woH
erudecorpycilopeht
tc apmi
snoitazinagrotegdub
fI
mehttne
melpmi
ottcap
miyrategdub
evahod
seicilopyna
Mot
elbissopmi
emoceblli
wycilop
ehtdezingocer
tonsi
sihttub
ycilopdab
asi
tiesuaceb
ton-
dedracsideb
dnawollof
rofdetnuocca
tonere
wnoitatne
melpmi
fostsoc
ehtesuaceb
bull bull bull bull
htiw
detaicossastsoc
ehtllayfitnedI
ycilopeht
fonoitatne
melpmi
ralugerfo
trapera
stsoceht
erehw
yfitnedIedulcni
dluow
reganam
foyralaSei
-ssenisub
noisivrepusffats
stsoclanoitiddayfitne dI
ylgnidroccategduB
otelbisnopser
sioh
Wsi
ycilopsiht
erusnedna
dootsrednudecrofne
elbisnopsersi
ohw
etatsylraelc
tsum
serudecorpdna
seiciloPhcaEssenevitceffe
gnitaulavedna
gnirotinomtuo
gniyrracrof
detatsylraelc
e bdluohs
elorsnosrep
bull bull
diapnudna
diapfo
selorsuoirav
ehtyfitnedI
noitazinagroeht
fosreb
mem
ehttuo
yrraclliw
ohw
srebme
meht
yfitnedIsreb
mem
ehtetaulave
dnaesivrepusserudecorp
ycilopeht
etaulavedna
weiveretaerc
Appendices
38
NOIT
SE
UQ
EG
NELL
AH
CE
SN
OP
SE
R
eht
sita
hW
rof
msina
hcem
lacitirctnial
pm
ockca
bdeef
tegtaht
stnemucod
gnivileb
dluohsserudecorp
dnaseiciloP
ottnatrop
misi
tieroferehT
sevorpmi
gninraelruo
saretteb
rokcabdeef
edivorpnac
detceffaesoht
wohetats
yl raelcro
elbaeganamnu
evitceffenievorp
yehtneh
wfinialp
mocevisserppo
bull bull bull
seifitnediylraelc
tahtycilop
stnialpmoc
aetaer
Csreb
mem
diapnudna
diaprof
ssecorpeht
srebme
mytinu
mmoc
dnastneilcsresu
ecivrestI
elbisseccas i
ssecorpstnialp
moceht
erusnEyllacisyhp
nacsklof
erehw
decalpeb
dluohselbissecca
tnereffidni
dereffodna
tissecca
nialpraelc
ninettir
web
osladluohs
tIsta
mrofelpoep
ybdessecca
ebnac
titaht
osegaugnal
slevelycaretil
suoir avhti
wycilop
ehtrof
kcabdeefrof
ssecorpeht
yfitnedI
weiver
eb
ycilo
pe
htlli
ww
oH
otdetaci
nu
mm
oce
blli
wo
hw
eso
ht ti
yb
detceffa
ehtyb
detceffeesoht
llaot
tnediveeb
dluohscorpseiciloP
tnatropmi
sinoitacinu
mmoc
fonalp
agnitaer
Cse
moctuobull bull bull bull bull bull
elbisnopsereb
lliw
ohw
elpoepeht
folla
yfitnedIeb
lliw
ohw
esohtdna
noitatnemelp
mirof
noitatnem elp
mieht
ybdetcap
misdnik
tnereffideht
sseccafo
stniopeht
yfitnedIyrassecen
sseccafo
sepytdna
noitatnemelp
mirof
elbisnopseresoht
llaerusnE
seitilibisnopserrieht
tuobaraelc
eraot
ycilopetacinu
mmoc
otnalp
ehtyfitnedI
s rebme
mytinu
mmoc
dnastneilcsresu
ecivresrehto
dnaegaugnal
ycaretilsserdd
Aseussi
ytilibisseccaseussi
eseh tsserdda
otnalp
aetaer
C
Appe
ndic
es
39
NOITSE
UQ
EG
NELLAH
CES
NOPSE
R
weivereht
sitah
Weludehcs
ehtodlli
woh
W
weiver
deweiver
ebdluohs
stnemucod
gnivilsa
serudecorpdna
seiciloPdluohs
ssecorpehT
tnemevorp
mirof
yltnetsisnocdna
ylralugernI
kcabdeefrof
ytinutroppoedivorp
otsa
oseludehcs
aedulcni
dnaseicilop
ehtyb
detceffaesohtlla
morftupni
tegot
redrotahtnesohc
rodetov
ebdluohs
sreweiver
fomaet
aserudecorp
sevitcepsrepfo
esabdaorb
atneserper
bull bull bull
roylraey-
seicilopfo
weiverrof
enile
mita
teSylraey-ib
ebdluohs
tahtspuorg
redlohekatseht
yfitnedIytisrevid
otnoitnetta
htiw
weivereht
nidevlovni
dnassenevitceffe
ehtssessa
otsloot
edivorPycilop
hcaefo
ytiuqe
ycilopsiht
seoD
egnellahclahcrairtap
laicosevisserppo
wo
Hs
mron
gnignellahcflesti
nisi
krowe
marfdetargetni
nagniylppA
neebevah
sufo
ynam
sareve
woHs
mronerutluc
tnanimod
morftrats
dluohse
wsdradnats
naciremA
htroN
ybdenoitidnoc
nide
marfeblli
wserudecorp
dnaseicilop
ruotaht
esimerp
ehtksa
otevah
ew
eroferehTsfeileb
dnaseulav
erutluctnani
modgnidlohpu
tonera
ew
erusnetaht
snoitseuqfo
seiresa
sevle sruonoisserppo
fos
metsysdehcnertne
bull bull bull bull bull bull bull
noisserppodna
yhcrairtapfo
seussieht
yfitnedIycilop
hcaeni
tnerehninihti
wseussi
esehtegnellahc
otwoh
ezigetartSnoitazinagro
ruoygnika
mnoisiced
ehtni
ycnerapsnarteht
weiveRsessecorp
seodtah
Weisevlesruoyrof
snoitseuqetaerC
noitazinagroruo
niekil
koolre
wopycilop
ehtmorf
stifeneboh
wyfitnedI
revore
wopa
dlohpuseicilop
hcihw
enimrete
Dkro
wemarf
emit-lluf
derihsteg
ohWei
-snoitseuq
ksAsi
erehW
denimreted
sihtsi
woH
emit-trap
senimreted
ohW
tegdubeht
nitneps
yenom
seitiroirp
Appendices
40
NOITSE
UQ
EG
NELLAH
CES
NOPSE
R
ehteblli
wtah
Wno
tcapmilaitnereffid
spuorgdezilanigra
m
dnatsrednuot
tnatropmi
sitI
emas
ehtnae
mton
seodlauqEyfitnedi
otspuorg
tnereffidno
seicilopfo
stcapmi
suoiraveht
foytilibissecca
troppusot
wohdna
eilsreirrab
ehtereh
wspuorg
suoiravrof
secivresdna
tnemyolp
me
bull bull bull bull
fos
mitcivera
ohw
elpoepfo
spuorgyfitnedI
noisserppoci
metsysspuorg
suoiravno
stcapmi
ehtyfitnedI
dnaytiuqe
ecnavdataht
stcapmi
hsiugnitsiD
tonod
tahtesoht
sseccaot
sreirrabegnahc
otsya
wezigetartS
ycilopehtlli
wwo
Hnoisserppo
egnellahcnoisserppo
cimetsys
rofseicilop
weiveR bullmsicar
bullaibohpo
mohmsixesoreteh
bullmsielba
bullmsiega
bullmsixes
bullmsirtneconhte
bullmsissalc
bullmsiti
mes-itnabull
msibarA-itnabull
noitanimircsid
suoigilerbull
msilainoloc
bull bull bull
tsrifnretse
wa
sahycilop
ehtfi
enimrete
D
weivdlro
wtuoba
noitpmussa
narof
ycilopeht
ssessAnoitautis
cimonoce-oicos
dnaegaugnalytilibafo
secnereferrof
egaugnaleht
weiveRsnoitp
mussasuoigilernoitazinoloc
Appe
ndic
es
Appendix F Glossary of Anti-Oppression Terms
Ableism Prejudice and discrimination against people living with mental emotional and physicaldisabilities or differences People living with disabilities experience this discrimination segrega-tion and isolation because of peoplersquos prejudices and institutional barriers not because of thedisability or difference itself Deaf Deafened and Hard of hearing people historically have experi-enced systemic ableist oppression as well
Anti-Semitism Discrimination or violence against Jews Judaism and the cultural intellectualand religious heritage of Jewish people The word Semite literally refers to ldquoany of the peoplessupposed to be descended from Shem son of Noah especially the Jews Arabs Assyrians andPhoeniciansrdquo However Anti-Semitism is mostly used to refer to prejudice discrimination andviolence directed at Jews
Class Economic and social groups People in the higher classes make decisions about theeconomy while other people work for wages or are kept out of the economy The things that markdifferences between classes include peoplersquos ability to meet their basic needs their level ofincome wealth and formal education and their connections with people and institutions thathave influence and power In the current economic structure rich people got their wealth bytaking advantage of people at the bottom and middle of the class structure
Classism Any practices and beliefs that judge and value people according to their social class orthe social class that other people assume they belong to Most workplaces use classist languagethat reflects and reinforces the social hierarchy For example they undervalue the work of sup-port staff and decisions do not include the knowledge and opinions of these workers
Colonialism When a foreign power dominates and exploits an indigenous group by taking theirland and resources and using them as cheap labor in order to make money It also means spe-cific era between the 1700s and 1900s when European countries expanded into the Americasand countries of the global South In Europe people justified these practices using racial doc-trines These ideas about hierarchies of race are still widespread Uncovering and challengingthe ideas and ongoing practices of colonialism are important parts of racial equity work
Culture The collective experience beliefs values knowledge economy and ways of life of agroup of people who share past or current experiences Culture changes constantly it is notstatic Every culture is shaped by the land and spaces people inhabit together Individual andgroup culture can also be shaped by language religion racialization gender experiences ofmigration and immigration social class political affiliation family influences age sexual orien-tation geographic origin ethnicity experiences of discrimination or lack of discrimination andexperiences fighting oppression
Disenfranchised Not having full rights as a citizen or not being able to fully participate as amember of the community
41
Appendices
Dominant Culture The beliefs values and judgments of groups with social power The dominantculture is created and maintained by people in the dominant social group People who do notbelong to the dominant group often believe that these values beliefs and judgments are trueinstead of seeing how they reflect the interests of people in power
Dominant group People whose social identity gives them power and privilege In most parts ofCanada dominant identities are White male English-speaking heterosexual able-bodied Chris-tian affluent and middle class thirty to sixty-five years of age university educated from centralCanada Many people have one or more dominant identities
Equity Peoplersquos rights as individuals or members of a group to an equitable share of theresources and influence in society Equity work analyses and challenges unfair systems andpractices and works towards creating outcomes and access that benefit people equally
Exploitation Taking unfair advantage of a person or a group for onersquos own gain or advantageExploitation can be systematic or individual
First Nations A term that reflects the process some Aboriginal peoples in Canada have used toname themselves The word ldquofirstrdquo recognizes the fact that Aboriginal peoples are the originalinhabitants of what is now called Canada The word ldquonationrdquo stresses the fact that Aboriginalpeoples are political collectives who had their own forms of government before Europeans beganto settle here Many First Nations peoples are fighting to re-establish that sovereigntybull The term also refers to a group of Aboriginal people who were previously called a ldquoBandrdquo by
the Department of Indian Affairsbull ldquoFirst Nationrdquo can also mean a group or several groups of Aboriginal people who have the
same ethno-cultural background
Gender identity Features that are tied to how an individual thinks of themselves as a man or awoman A personrsquos gender identity may not be the same as their biological sex
Gender roles The culturally specific behaviors and appearances constructed by a culture todefine what is expected of women and men The expectations of femininity and masculinity areimposed on individuals according to their biological sex
Harassment Persistent ongoing behavior conveying negative attitudes towards an individual orgroup to make them feel intimidated and humiliated Harassment is an exercise of power Itincludes any action that a person knows or should know is not welcome Harassment includesname-calling jokes slurs graffiti insults threats rudeness and crude gestures verbal or physi-cal abuse Human Rights Codes in most provinces prohibit harassment based on race religionsex ethnicity and the other prohibited grounds for discrimination
Heterosexism All practices that convey the message that heterosexuals are better than otherpeople including the assumption that everyone is or must be heterosexual It operates like otherforms of prejudice and discrimination giving privilege and rights to members of the dominantgroupndashheterosexualsndashand not to gay or lesbian people
42
Appe
ndic
es
Hierarchy A system that gives individuals or groups different positions and power People andgroups with a higher rank have more power resources and value than individuals or groups witha lower rank For example in a patriarchy men are given more value than women
Immigrants People who have arrived and settled in Canada in their lifetime Sometimes peopleuse the word incorrectly to refer to Canadian-born racialized people because they assume thatall racialized people were born elsewhere
Inclusive Making sure that all members of the community are represented or involved in allaspects of the community
Integrated Combining information and values from a variety of people and sources in order toget a fuller result that is more inclusive
Islamaphobia The systemic ways and individual practices of racism that target Arab people andhave particular impact on them Some examples include negative stereotyping of Muslim peopledepicting Islam as essentially violent and fundamentalist assuming that all Arabs are Muslimand all Muslims are Arabs
Landed immigrant Persons with legal status who are permanent residents of Canada ratherthan visitors refugee claimants temporary workers or citizens
Marginalization A process that keeps groups or individual from having access to all or part ofthe resources and activities of the community
Oppression When one social group takes advantage of another social group either knowinglyor unconsciously Oppression gives the dominant group privilege and marginalizes anddisenfranchises the subordinated group The dominant social group can use force or social insti-tutions and resources to achieve oppression After a time individual members of the dominantgroup do not need to do anything and unequal treatment becomes so much a part of the socialinstitutions and structures that it seems normal
People of colour Any person who is not White or Aboriginal This term was first adopted in theUnited States by racialized people who were trying to name themselves with a positive identityrather than as ldquonon-whitesrdquo ldquocolouredrdquo ldquoethnicsrdquo or ldquovisible minoritiesrdquo
Privilege Unearned power that gives members of the dominant group economic social andpolitical advantages Privilege also means rights that everyone should have but that are deniedto some people
Racism Any aspect of Canadian society that openly or subtly makes White people and Whitenessnormal and valuable while making racialized communities invisible or devaluing stereotypingand labeling people of colour as ldquoothersrdquo who are different or inferior
43
Appendices
Individual racism The beliefs attitudes and actions of individuals that support or maintainracism Individual racism can be conscious or unconscious It can be active or passive
Institutional racism The network of structures policies and practices in systems and institutionsthat give White people advantages and that discriminate oppress and disadvantage racializedpeople
RacializationRacialized Racial identities are not fixed categories They are shaped by historynationality gender class and identity politics Racial designations often differ from country tocountry The term racialization or racialized makes explicit the ways in which we are socialized todifferentiate groups of people on the basis of superficial physical characteristics where White isthe norm It emphasizes the active process of categorizing people while at the same time reject-ing ldquoracerdquo as a scientific category
Refugee Persons who have to flee their country because they have a ldquowell-foundedrdquo fear ofpersecution based on race religion nationality political opinion or membership in a particularsocial group
Religious discrimination Any institutional or individual practices that exclude and discriminateagainst a person because of their religion In Canada many workplaces do not provide equitablyfor all religions Recently the Supreme Court has ruled that employers must accommodate em-ployees whose religious observances are not recognized in the Christian-based statutory holidayssuch as Easter and Christmas Religious discrimination is often linked to other forms of discrimi-nation For example Irish Catholics were often marked by their class ethnic origins and lan-guage as well as their Catholicism Racialized Muslims often experience racism mixed withreligious discrimination
Sexism Systemic and individual practices that give men privilege make women subordinate andthat shame values identified with women
Social Location or Social Identity A personrsquos membership in a socially constructed groupThese groups are often identified according to superficial characteristics such as skin colourcountry of origin religious beliefs body form etc
Structural This approach to equity work believes that the thoughts and behaviors of the indi-vidual are created and guided by various social structures such as capitalism andor neo-liberal-ism and are therefore limited The focus for change is raising awareness of the limits and chal-lenging the structures
Systemic racism The conscious or unconscious policies procedures and practices that excludemarginalize and exploit racialized people Systemic racism is supported by institutional powerand by powerful ideas often unexamined ones which make racism look normal and justified Forexample institutions that do not have effective complaints procedures or performance appraisaland promotion processes that use equity competencies make it possible for individuals to beracist
44
Appe
ndic
es
45
Transgender person A person who is not comfortable with or who rejects some or all of thegender identity given to their biological sex This is an umbrella terms used to describe trans-sexuals transvestites or cross-dressers and intersex people
Transsexual Someone who has a very strong feeling that they are living in the wrong sex A maletranssexual needs to live as a woman and a female transsexual needs to live as a man Somebut not all transsexuals have surgery to reassign their sex Some have procedures to partiallyreassign their sex and some use hormone therapy A transsexual can be heterosexual homo-sexual or bisexualWhite Refers to people belonging to the dominant racial group enjoy skin privilege in NorthAmerica Australia New Zealand and anywhere European colonialism has created racial inequityThe term ldquoWhiterdquo is capitalized for different reasons than other racial designations ndash Aboriginaland Black The latter identities are claimed with pride in opposition to the names imposed bydominant White society One of the ways that racism operates is to leave the racial identity ofWhite people unidentified ldquoWhiterdquo is capitalized to interrupt the privilege of having Whitenessgo unnamed
White Supremacy A system based on assumption of the ldquorightness of Whitenessrdquo in whichpolitical economic and social systems result in White people having more privilege and powerthan racialized people
many of the terms in the glossary were adapted with permission from Dancing on Live Embers ChallengingRacism in Organization by Tina Lopes and Barb Thomas Toronto Between the Lines 2006
Appendices
Appendix G Focus Group Findings
The following points are the relevant themes that emerged from the focus groups The groups wereasked to answer the following questions
1 How well has your organization and the various sectors practiced an integrated approach to anti- oppression
bull overall feeling that most are doing pretty good workbull some feel frustrated that the policies etc are not fully put into practice by all staff at an
agencybull feeling that the work is silorsquod and separated ndash working on one oppression at a timebull that the work is framed from a white middle class perspectivebull the work is not happening fast or often enough ndash ie deaf woman services gaps and barriers
2 What are the effective practices in the various areas ie policies programming outreach training org development
bull be committed inventive constantly evolve vigilantbull open to change pushing for changebull inclusion at all levels of an organization working together on committees and groupsbull engage diversity responsive to different needs
3 Where are the challengesbull funding shortages piecemeal and targeted on specific groups onlybull lack of accountability lack of clear policies and proceduresbull lack of inclusivity and diversitybull lack of time to be together communicate etcworkloads of service providersbull silorsquod workbull systemic exclusion internal and societal institutions
4 Visions and suggestions for changebull core guidelines with key values ndash written down and put into practicebull accountability in staff and managementbull commitment from all levelsbull everyone open to challengebull look at themes not populationsbull community drivenbull training and toolsbull fully funded and supported by structures
5 Who would take up the facilitation of changebull not one personbull coalitionsbull community groupsbull all levels of organization including service users
46
Appe
ndic
es
Recommendation(s)
a Conduct a review of existing policies procedures and practices that organizations feel repre-sent their best efforts of an integrative anti-oppressive framework
b Working groups should be created to develop the most effective integrative policies andprograms The groups should include diverse members from different social locations com-munities and be representative of all levels of the organization including service users
c Organizations must support this work by allocating time personnel and resourcesd Organizations must demonstrate commitment to the work by reviewing all policies proce-
dures and programs through the lense of an integrative anti-oppressive frameworke A tool kit should include templates of policies and procedures to simplify the writing of work
done by the committeesworking groupf This work is not static and must be revisited regularly in order to incorporate new informa-
tiong Organizations should offer regular training and workshops on how to put an integrative anti-
oppression framework into practiceh Organizations must hold staff and volunteers accountable to adhering to agency practice by
offering training and supervision including key values in mandate and mission statementsand integrative anti-oppressive practices in personnel and volunteer policies
Focus group participants
The following organizations participated in focus groups in 2005-06 for the Integrative Anti-Oppression Project
Woman Abuse CouncilFCJ Refugee Centre519 Community CentreNelliersquosSpringtidersquos Women with Disabilities ProgramToronto Rape Crisis CentreMulticultural Women Against RapeCentral Neighbourhood HouseAccess Alliance Multicultural Community Health CentreA Commitment to Training and Employment for Women (ACTEW)Arab Community Centre of TorontoAssaulted Womenrsquos HelplineBarbara Schlifer Counselling ClinicBlack Creek Community Health CentreCentral Family IntakeErnestine Womenrsquos ShelterFamily Services AssociationFlemingdon Neighborhood ServicesKorean Canadian Womenrsquos Association
47
Appendices
Macaulay Child Development CentreSt Christopherrsquos HouseSt Joseph Womenrsquos Health CentreSt Michael HospitalStonegate Community Health CentreUrban Alliance on Race RelationsWomenrsquos Counselling Referral and Education CentreYorktown ShelterYWCA
48
Appendix H References
Dancing on Live Embers Challenging Racism in Organizations Tina Lopes and Barb Thomas Be-tween the Lines Toronto 2006
Campbell C (2003) Anti-oppressive social work Promoting equity and Social Justice Editor DrCarolyn Campbell Halifax Nova Scotia Dalhousie UniversityRetrieved Jan 22 2008httpaoswsocialworkdalcawhatisaoswhtml
Roundtable on Anti-Oppression Politics in Anti-Capitalist Movements Edited by Sharmeen Khan ndashparticipants in the roundtable Kirat Kaur Junie Deacutesil Gary KinsmanRetrieved Jan 22 2008httpuppingtheantiorgnode1380
Williams C (2003) ldquoSeeking Cultural Competence What Is It How Do You Develop It and How DoYou Know When Yoursquove Got Itrdquo In WShera (Ed) Emerging Perspectives on Anti-Oppressive Practice(pp 265 - 278) Toronto Canadian Scholarsrsquo Press Inc
- Front Page1-1
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IntroductionIntroduction
What is integrated anti-oppression
The term lsquoanti-oppressionrsquo reflects a number of different approaches to the work of addressing thesocial and institutional inequalities that are constructed in our society In North America the theoriesand concepts of anti-oppression grew out of the social justice movements of the 1960rsquos Disenfran-chised groups who were opposing the status quo also began to challenge each other to recognizethat different people within these groups experience different levels of oppression
Anti-oppression approaches to inequality include feminism anti-racism as well as structural andcritical approaches Often anti-oppression work can focus on a single issue perspective or way ofbeing marginalized For example a group may want to address gaylesbianbisexualtranssexualqueer (GLBTQ) rights or womenrsquos rights
Using an integrated anti-oppression model people work together to rebuild existing systems so thateveryone shares the benefits and opportunities of the system Integrated anti-oppression looks at allthe ways people can experience oppression and marginalization and how those social locationsintersect This approach recognizes that individual contexts are different and that peoplersquos livedrealities are complex It is integrated because it asks us to combine information and values from arange of people and sources in order to get a fuller more inclusive result
Integrated anti-oppression requires that people examine their own experiences and actions andcritically analyze social structures of power and privilege It insists that the dominant group recog-nize the power of its own social location(s) and how that power results in societal privilege andbenefit to the exclusion of marginalized people
This approach encourages us not to make assumptions about group identity It emphasizes thatpeople who share a group identity may or may not have similar characteristics and lived experiencesIntegrated anti-oppression reminds us to unlearn what we thought we knew and to think of and workwith people as individuals
Principles of integrated anti-oppressionThe following are principles that guide the integrated anti-oppression model
bull Society operates within a socially constructed hierarchy of difference where somepeople are valued and privileged and others are marginalized and exploited Forexample people living with a disability are devalued by society and their contribu-tion to society is not recognized solely because of their disability
bull People do not belong to just one category or social location Our identities arecomplex and multiple fluid rather than fixed As a result we can be both victims
4
organizations since they are extremely busy doing the work and do not have time to develop theirown materials Hoping to assist these organizations Springtide Resources applied for funding to dothis work The United Way of Toronto granted funding for Phase II of the project in 2007 This toolkitis the result of that project
Intr
oduc
tion
and perpetrators of oppression We often re-create the relations of social powerand control that also oppress us For example one may experience oppressionbecause of female gender but at the same time experience white skin privilege
bull The ideas thoughts and beliefs of people who ldquobelongrdquo to groups that are higheston the social hierarchy create ldquodominant culturerdquo Dominant culture becomes thestandard or norm by which everyone is compared For example in Canada thedominant culture norm of womenrsquos clothing does not include wearing the hijabas a result wearing the hijab is considered unusual and abnormal
bull People who are members of privileged groups have the power to control access toresources and information This perpetuates the cycle of power and oppression forpeople who are not members of these groups People who are marginalized andexploited experience limited access to the power to shape their own past presentand future For example Canadian history has been written from the perspectiveof white skinned European descent colonialists This historical perspective isperpetuated through dominant education institutions as the only true view ofhistory
bull Not everyone from the same social group has the same experiences becausepeople have many different lived experiences When people have multiplymarginalized identities they do not merely face extra barriers their lived experi-ence is entirely different
bull Integrated anti-oppression work requires that individuals accept responsibility fortheir role in perpetrating oppression both interpersonally and systemically Tobring about change individuals and systems must be changed
How is it different from other approaches to equityA formal equality approach generally means that the rules are the same for everyone and nobodygets special considerations or favors A formal equality approach assumes that if the same rule isapplied to everyone it will produce equal results This approach is flawed because it does notrecognize differential impacts and circumstances It renders social discrimination and oppressioninvisible by insisting it either does not exist or does not matter
Cultural competence is an anti-oppression practice that encourages people to work across culturalvariations It asks individuals and organizations to focus on understanding the characteristics andneeds of ldquodiverse groupsrdquo Cultural competence encourages people to include diverse groups inexisting frameworks
This approach is limited because the dominant grouprsquos culture is accepted as the norm and diversityis identified as anything outside of those norms Often with cultural competence the dominantgroup does not critically examine its power and privilege This approach also reinforces identitypolitics and divisions between groups that are based on superficial characteristics and social mark-ers
5
IntroductionIntroduction
Another approach is substantive equality or equity which recognizes that the same rules applied toeveryone will not produce equal results because of different circumstances and socialdiscriminations at present and in the past Sometimes substantive equality tries to remedy theeffects of past discrimination by providing additional supports to those who have historically beenmarginalized Integrated anti-oppression is comparable to the substantive equality approach
Barriers and challenges to integrated anti-oppression
Working from an integrated anti-oppression framework is not easy for a variety of reasons It isimportant to acknowledge this and find ways to continue the work Here are some of the most com-mon barriers and challenges and how you can address each one
Not enough timeIn social service agencies there is always more work and limited funding In some casesorganizations have had to reduce their number of staff or number of programs Communityservice organizations have been seeing higher demands for services from people who seemto have greater and greater needs
Anti-oppression work is often thought of as work that can wait as an administrative functionrather than work that requires our full and urgent attention But policies that do not reflectintegrated anti-oppression analysis are not effective for many people This can lead to confu-sion and make it hard for organizations to proactively respond to the needs of clients volun-teers staff and communities
When we create policies using an integrated anti-oppression analysis programming willbecome more meaningful and thereby more effective This approach also helps us learn newways of doing things When the work is shared and delegated differently we can discovernew efficiencies
Not enough money to implement policy changesImplementing real change will cost money and agency budgets are already stretched thinRemember that not making changes will affect everyone in the organization The people whowill feel the pinch the least are those who have the power to make decisions about thebudget
Most organizations cannot afford to make radical changes all at once to their frameworks andprograms As with any structural change organizations need to create a plan to phase inchange The plan should include clear timelines name who is accountable and allocate fundsfrom the budget The plan should also include priorities a risk and benefit analysis of whatyou hope to achieve and steps to meet your goals
Not understanding what lsquointegrated anti-oppressionrsquo means and how to put it into practiceThere is little information and few resources about applying an integrated anti-oppressionframework Much that has been written has focused on theory more than on how to use the
6
Intr
oduc
tion
7
framework This is challenging for organizations that are inundated with direct servicedemands and have no time to develop their own materials As this work becomes morewidespread it is certain to generate more practical tools for busy agencies
Feeling overwhelmed by how broad the work isMany people doing this kind of policy work for the first time say that not having an inte-grated analysis of oppression makes it hard to change policies Organizations struggle withcompartmentalizing issues of oppression and marginalization for example we may addressracism but we donrsquot connect it to disability issues and recognize how racism impactsracialized people living with a disability Changing policies can quickly become overwhelm-ing if an organization is trying to have a different policy for each marginalized group
Integrated anti-oppression looks at how we can experience systemic oppression and per-petuate oppression at the same time in the same moment This is why the work is ongoingndash no one is an expert Being forgiving of one another can help foster an environment ofchange and learning You can do this by being open to other peoplersquos mistakes and over-sights and by noticing your own Remember that mistakes are opportunities to learn anddevelop
Being afraid of change or of losing position status privilegeWe can all expect to feel uncomfortable with change and to be afraid of losing what wehave Our society fosters feelings of instability and insecurity and encourages people to beafraid of losing what they have gained Historically marginalized groups have not had ac-cess to positions of power to the ability to make decisions or even to stable permanentfull-time positions
Systems of oppression allow some people to have success and achievement at the expenseof other people It does not have to be that way An integrated anti-oppression frameworkallows us to find ways to share access and power equally
Being afraid of not being able to accommodate everyone or of making a mistakeWhen people are afraid they can freeze and not take any action Of course everyone willmake mistakes No organizationrsquos policies are perfect examples of integrated anti-oppres-sion Nobody even knows what fully integrated anti-oppression looks like
Approach this work with honesty and integrity Build a system that allows people to ac-knowledge their limitations errors and shortcomings This will allow real change to happenConfidence will grow as knowledge and insight grow Stay committed to the work
Not having the willWorking with an integrated anti-oppression framework requires time effort commitmentand funds It asks us to be vulnerable enough to hear how we as individuals and organiza-tions oppress others in spite of our intentions Integrated anti-oppression involves workingthrough conflict and struggle This is a lot to ask But it is possible
IntroductionIntroduction
8
If we procrastinate make excuses and constantly avoid the work others may come to be-lieve that we are not committed to the work If you believe that this work is important takerisks and begin
Not having the formal power to make changesIf you do not have much formal power in the organization it will be difficult for you to be anagent of change However you can still do important work Social justice work is best donein groups Find allies and build a support network Together apply pressure to people whohave the power to change things They will find it hard to ignore a growing group of peopleIt is easier for them to disregard a single voice
Not being supported by others or doing the work aloneIt is very difficult to be the agent of change when you have little or no support from peersand colleagues If you are in this situation try to find ways for others to join the struggleEveryone will experience oppression at some point in their lives By helping them to see thatthis may make it possible for them to discover why equity is important Finding commonground is a good place to start
Everyone involved is at a different level of understandingEveryone is always at a different place in their learning People who have been anti-oppres-sion activists for years can share insights resources and information with others who arejust beginning to think about these issues Be compassionate Gently challenge yourself tokeep deepening your understanding and to help others do the same Approach everyone as apotential ally
Appl
ying
Inte
grat
ed A
nti-o
ppre
ssio
n To
Pol
icie
s
Part 2 Applying integrated anti-oppression to policies
The five steps in integrated anti-oppression policy review
Developing and revising policies can be a huge administrative task that costs a lot of money As aresult policies in community service organizations tend to stay the same for years This is a problemPolicies set out how the organization works and must be revised regularly as information changesand our knowledge grows We hope that our five-step process will make it easier to plan for andinclude integrated anti-oppression in your policy review process The five steps are
1 Set a schedule for reviewing policies
2 Create a work plan
3 Set up a Policy Review Committee
4 Review the organizationrsquos policies
5 Make recommendations
The sections below explain more about each step Appendix A includes blank copies of the forms youcan use at each step in the process
9
Applying Integrated Anti-oppression To Policies
Step 1 Set a schedule for reviewing policies
Every organization should regularly include policy review in its work plan A policy review schedulecan make sure that all of the organizationrsquos policies are examined every two or three years
The schedule should include all of your policies and say which policies will be reviewed each yearBy rotating which policies are reviewed the organizationrsquos policies will become living documentsthat change and grow as knowledge increases
Consider how many policies a committee can review in a six to eight week period Build your sched-ule to reflect the size of your organization and the number of policies you need to review
Here is a sample schedule for a small organization
Use the chart on page 26 (Appendix A) to create your policy review plan
10
etaD aerA weiverotseicilopfotsiL
1raeY lennosreP gniriHgniriF
stifeneBeeyolpmEseiciloplennosreprehtO
2raeY lanoitarepO gnimmargorPtseretnIfotcilfnoC
erusolcsid-noNytilaitnedifnoCseiciloplanoitareporehtO
3raeY srotceriDfodraoB tnemtiurceRdraoBseettimmoC
laicnaniFseicilopdraoBrehtO
Appl
ying
Inte
grat
ed A
nti-o
ppre
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n To
Pol
icie
s
Step 2 Create a work plan
Once you have a policy review schedule create a work-plan for the policy review process Make sureto allow enough time for a successful and meaningful review
To help create this work plan we suggest using the Framework for Policy Review and Developmentincluded as Appendix E Here is a sample of a basic work plan
Use the chart on page 27 (Appendix A) to create your workplan Use the Framework on pages 36 to40 (Appendix E) to help you develop the work plan
otsdeentahWneppah
siohWelbisnopser
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11
Applying Integrated Anti-oppression To Policies
Step 3 Set up a Policy Review Committee
Often people think that committees are a cumbersome and time-consuming way to work Howeverworking with a diverse group is the best way to build integrated anti-oppression into the organiza-tionrsquos policies
You will need to decide the size of your policy review committee It should be large enough to includea variety of perspectives but not so large that it will be difficult to complete its work in the time setfor the process Remember to think about how many people the budget can accommodate and whoshould be represented
Committee members will have access to sensitive and confidential material For this reason theymust agree to confidentiality and sign a letter that outlines this agreement
Inviting members to joinInvite or recruit members from the community and from within the organization You should
bull use accessible language and formats in your invitationbull invite people to join well before the committee starts its work andbull give people clear information about what you expect from the committee what their
responsibilities will be and how much time the committees work will take
Who should be on the committeeMake sure that the committee reflects diverse identities and has representation from people whodo not traditionally have decision making power
bull the majority of the committee should identify as racialized or aboriginalbull the majority of the committee should be people who have no or little decision-making
power in the organizationbull all committee members should identify part of their social location as a member of a
marginalized group andbull as a whole the committee should represent the demographic of people who use the
organizationrsquos service
Make sure that your committee includes representation from people who will be impacted by thepolicy such as
bull community members including service usersbull Volunteersbull Frontline staffbull Managementbull Board
People who sit on behalf of the Board of Directors and management must be able to make decisionsand speak on behalf of the decision-makers they represent Make sure they are clear about whatprocess they should use to check in and communicate with the board or management
Supporting the committeeThe organization must fully fund the participation of all committee members This includes moneyfor transportation child care interpretation accessible space and attendant care An honorariumshould be given to committee members who are community members
12
Appl
ying
Inte
grat
ed A
nti-o
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Pol
icie
s
Ideally the organization shouldbull Provide financial support to everyone without stigmatizing those members who are
poor or who identify as marginalized socio-economically In addition the organizationmust work with members who receive social assistance to make sure that they arenot penalized for any financial support they get for doing this work Perhaps one ofthe first policies the committee could review is the Honorarium policy or the policiesabout Committee Membership
bull Supply a resource person to the committee Their role is toi keep notes of the meetingsii make notes about recommendations for how policies should be revisediii research legislative benchmarks human rights provisions employment
standards and any other matters as needediv create information packages for committee members that include relevant
internal documents such as complaints salary and benefit grids and collec-tive agreements
v report back to the organization on the committeersquos progress or on issues thatneed broader discussion
If this person is a staff person with other responsibilities they should be given timeto work on this process Committee work should not be added on to their otherduties and squeezed in when possible Allocating staff time for this work is one wayto make sure it has priority within the organization
bull Develop terms of reference for the committee It should include a statement of thecommitteersquos mandate The terms of reference should include details of the scopeand boundaries of the work the timelines and the responsibilities of the committeeas a whole and of the facilitators (See Appendix B for sample terms of reference)
bull Ensure all committee members have a copy of the organizationrsquos anti-discriminationandor anti-harassment policy In addition consider developing some guidelines forconflict resolution (see Appendix C for a sample of conflict resolution guidelines )
bull Develop an agenda for the meetings For the first meeting the agenda should in-clude
i choosing a facilitator and co-facilitatorii reviewing the terms of referenceiii introduction to the process and each otheriv schedule of meetingsv introduction to the package of materialsvi expectations and role of the committeevii discussion about the power differences between committee members and how the committee should be mindful of this while making decisionsviii guidelines for decision making (see Appendix D for a sample of a decision making chart)
Ask the committee members to provide feedback on their experiences working on this projectafter they go through the whole policy review process This will support the organization toidentify and alleviate barriers and improve the process for the next round
13
Applying Integrated Anti-oppression To Policies
Step 4 Review the organizationrsquos policies
Once the committee is ready to begin work it should review each policy We have developed ques-tionnaires to help facilitate discussion of the three vital questions at this stage of the processnamely
bull how accessible is the policybull how are different people affected by the policybull how can the policies be changed to truly include everyone
Blank copies of these questionnaires are included in Appendix A
To help you understand how to use these tools we have included questionnaires that have beencompleted in response to the following policy provided by Springtide Resources Please note thatthis is an old version of one of our policies Springtide Resources has recently used the integratedanti-oppression framework to update all of its policies
Sample policy ndash PAID HOLIDAYS(from Education Wife Assault (EWA)ndash the name for Springtide Resources before 2006)
EWA staff will be paid for ten statutory holidaysNew Yearrsquos Day Canada day Thanksgiving Day BoxingDay Good Friday Christmas Day Labor Day Victoria DayEaster Monday Civic Holiday
A religious holiday of the employeersquos choice may be substituted forEaster Monday
Permanent part-time staff who work 21 hours a week are entitled to allstatutory holidays
Building Closure
When the EWA offices are closed between Christmas and New Yearrsquosemployees will be paid for these days
14
Appl
ying
Inte
grat
ed A
nti-o
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Pol
icie
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How accessible are your policiesThe questions in this section are designed to help you think about whether the policy documents areaccessible ldquoAccessiblerdquo includes where the policy is physically located its format and how mean-ingful the policy is The best policies will be representative and make sense to a variety of users
To make policies accessible you should aim toKeep the policies in a place where anyone who wants to read them can access themwithout barriersMake sure that the policies can be and are translated into different and appropriatelanguage and cultural interpretations as well as physical formatsUse language that is clear and direct rather than full of jargonUse wording that makes the policy intentions easy to understandHave a clear statement about who the policy applies to and who is responsible forputting it into practiceBeing flexible in the policy to allow for different cultural beliefs and values unlessthere are legal reasons to limit your flexibility
Questions for discussionTo check your policies for accessibility use these questions in your discussion
1 Is the policy in a barrier-free location
2 Is the policy available in different formats Do we invite comment about the format
3 Is the policy written in language that is easy for most clients and all staff to understand Lookfor jargon that only makes sense to workers in your organization but is not recognized by others
4 Can the policy be easily translated to other languages
5 Does the policy say who it affects Does it say who is responsible for implementing it
6 Does the policy reflect various cultural beliefs and values This question can lead to a toughdiscussion about cultural beliefs and values that may undermine social equity There are nofast and easy answers but again the policies should be living documents that change and adaptto our new information and knowledge about difference
7 If there is a process in the policy are the steps flexible and adaptable to accommodate differ-ences
8 Does the policy invite people to give feedback and comments about what it says
Record your decisions on the form ldquoHow accessible is this policyrdquo This form is on page 28 (AppendixA)
15
Applying Integrated Anti-oppression To Policies
Here is how we used our questionnaire to assess our policy about Paid Holidays
How accessible is this policy
16
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Appl
ying
Inte
grat
ed A
nti-o
ppre
ssio
n To
Pol
icie
s
How do our policies affect different peopleThe questions in this section are designed to facilitate discussion about the impacts of policies ondiverse lived experiences Some questions can be answered with yes or no responses and othersrequire more information The term ldquoimpactrdquo in this context is used in a broad sense to refer to bothbenefits and restrictions
To consider how people are affected you should aim for a policy thataffects people equitablyincorporates values that are of similar importance for people with different livedexperiencessays what it does not do and outlines steps to changewas created with input from the range of people who are affected by it
Questions for discussionTo check how your policies affect different people use these questions in your discussion
1 How has the policy been implemented What procedures and practices have resulted
2 Who benefits from this policy How
3 Who does not benefit How
4 What are the barriers to equitable impacts What are the kinds of barriers (legislated finan-cial etc)
Record your decisions on the form ldquoHow does this policy affect different peoplerdquo This form is onpage 29 (Appendix A)
17
Applying Integrated Anti-oppression To Policies
Here is how we used this questionnaire to assess our policy about Paid Holidays
How does this policy affect different people
noitseuQ noitnettAfosaerA
detnemelpmineebycilopehtsahwoHevahsecitcarpdnaserudecorptahW
detluser
ecitcarP rosivrepusriehttelyllabrevffatSasekamdnasyadilohgnihctiwserayehtwonk
teehsemitrehnoetonecitcarP diaprofelbigiletoneraohwffats
krowtsumsyadtatsnokrowotesoohcohwroemitemohmorf
enoyreveerusneotroycnetsisnocrofserudecorpoNycilopehtwollofotwohswonk
ycilopsihtmorfstifenebohW
woH
syadilohnaitsirhCetarbelecohwffatS
tegyehTohwsrehtohtiwyojneotffoemitdiap-
syadilohlarutlucrosuoigilerralimisetarbelecemocnitsolon-
tifenebtonseodohW
woH
yehtesuacebetarbelectonodohwffatSdesolcerasrehtoynamnehwkrowodotyrt-secifforehtoynamnehwffoemitekattsum-
nepoeraffoemittegotelggurtstsum-
yehtesuacebelbigiletoneraohwffatSdnaemocnignisolneewtebesoohctsum-
)etarbelecyehtfi(yadilohnokrowotgnivah
otsreirrabehtyfitnediuoynaCyehteraepyttahWstcapmielbatiuqe
)ctelaicnanifdetalsigel(
ffoemitdiapdetalsigeL
llaevigotdroffatonnac-stniartserlaicnaniFffoemitdiapffats
tnemucodotecalpniserudecorpevahotevaHsesoprupytilibailrofstnemegnarraevitanretla
dnasnoitseuqstnemmoctahWycilopsihttuobaevahelpoepodstnialpmoc
serudecorpdnasecitcarpehtrodetaercsahycilopsihttaht
ytinummocsresuecivresffatsehtodtahWsihttuobayassreetnulovrosrebmem
ycilop
ynaedivorpdluohsnoitazinagroehTdnalamroftuobaevahyehtnoitamrofni
ehtotycilopsihttuobastnialpmoclamrofniweiverrofeettimmoCyciloP
18
Appl
ying
Inte
grat
ed A
nti-o
ppre
ssio
n To
Pol
icie
s
What are the gaps in policy and what can we do to make changesThe questions in this section are exploratory to help begin discussions to identify gaps and generateideas for change Use a flipchart with the questions as headers This will allow everyone to contrib-ute and build on the information and ideas
Questions for discussion
1 Does the policy recognize and identify how different people will be affected
2 Is the policy flexible enough to respond to the different lived experience that people have
3 If the policy is not flexible does it say what the organization will do to change this Does theplan for change include timelines
4 Does the policy say how people can give input or feedback about how the policy affectsthem What comments questions and complaints do people have about this policy or thepractices and procedures that this policy has created
5 Does the policy include diverse cultural norms and values What are they
Record your decisions on the form ldquoPolicy gaps and what we can dordquo This form is on page 30 (Ap-pendix A)
19
Applying Integrated Anti-oppression To Policies
Here is how we used this questionnaire to assess our policy about Paid Holidays
Policy gaps and what we can do
20
seYsdeeN
krownoitnettAfoaerA
tnereffidwohyasycilopehtseoDdetceffaeblliwelpoep
X ybstcapmilaitnereffidseifitneditIdnaffatsemittrapgnigdelwonkca
-retsaEetarbelectonodohwesohtsrehtoon
othguoneelbixelfycilopehtsIdeviltnereffidehtotdnopser
evahelpoeptahtsecneirepxe
X ehtotsseccaffatsemittrapsreffOylno-ffoemityadilohnaitsirhCdiap
)sruoh12revo(ffatsemittrapniatrecdeifitnedisrehtoon-
tiseodelbixelftonsiycilopehtfIodlliwnoitazinagroehttahwyas
sihtegnahcot
edulcniegnahcrofnalpehtseoDsenilemit
X
X
oN
oN
elpoepwohyasycilopehtseoDtuobakcabdeefrotupnievignac
mehtstceffaycilopehtwoh
X deticilostonsinoitamrofnioN
esrevidedulcniycilopehtseoDseulavdnasmronlarutluc
yehteratahW
X ssalcfonoitingoceremossierehTotsrekrowemittraprof-seussi
emostifenebyadilohsuoigilerenosierehT
emos-dewollanoitutitsbusecnereffidfonoitingocer
Appl
ying
Inte
grat
ed A
nti-o
ppre
ssio
n To
Pol
icie
s
Step 5 Make recommendations
Once the committee has assessed the policies it must create a report that outlines its recommenda-tions The report should summarize how each policy could be improved To come up with recommen-dations for improving each policy the committee can review comments from the questionnaires
The main question in this step of the process is What would improve this policy so that it inte-grates anti-oppressive practice Use flipchart paper to record ideas This allows committee mem-bers to share information and build upon each otherrsquos ideas
Facilitate the discussionThere will be different perspectives and ideas about what changes will benefit people and how toaccomplish these changes Because of this there is potential for conflict Here are some hints tohelp make sure that this discussion will lead to recommendations that can help your organization
Ask the committee to choose a facilitator for the discussion Their role isto support everyone in being heardto solicit all ideas and perspectivesto make sure that opposing viewpoints or challenges are given and received in afriendly and open mannerto help the committee build consensus andto finalize recommendations
The facilitator should not offer ideas to the discussion Their role is to help make sure all of thecommitteersquos ideas are recorded The organization may choose to hire an outside facilitator for thispart of the discussion
Have the facilitator review the committeersquos Terms of Reference and Conflict Guidelines Remindeveryone that this is ongoing work
Write a reportFor each policy the committee should write a recommendations report
This report has three columns
Write the committeersquos recommendations in the left-hand column The recommendations may rangefrom fairly simple to quite complex They can be one-time actions or multi-staged changes
The committee should leave the two columns on the right empty ndash these will be filled out by deci-sion-makers in the organization They will review the recommendations and decide what to do withthem
noitadnemmoceR elbisnopsersiohW enilemiT
21
Applying Integrated Anti-oppression To Policies
Assessing the recommendationsAs soon as possible the decision-makers in the organization should review the recommendationsand fill out the right-hand columns of the recommendations report The management or Board ofDirectors must decide Who is responsible They must also set a Timeline
The organization is not required to act immediately on all of the committeersquos recommendationsSome recommendations may not be possible or viable in the immediate future and may need longerterm planning
To decide how to implement the recommendations the decision-makers should considerbull how urgent the issue isbull the workloads of the staff involved in changing the policybull the fiscal timingbull what research the organizations needs andbull how much time the organization needs to prepare
For example a policy change that does not involve employment standards or financial supports couldbe implemented fairly quickly A policy change that involves rewriting translating and adaptingpolicies will takes time so it may not be implemented until well after the organization has finishedtaking care of its year-end reporting responsibilities
Once the Board or management has done this work they should give copies of their completedreport to every member of the committee and to all staff volunteers and community members whoare affected by the policy This helps keep the policy process open and helps people feel that thepolicy process is collaborative among everyone in the organization
Use the ldquoReport of recommendationsrdquo chart on page 31 (Appendix A) to record your decisions
22
Appl
ying
Inte
grat
ed A
nti-o
ppre
ssio
n To
Pol
icie
s
Here is a sample report of recommendations
Report of recommendations
23
noitadnemmoceR elbisnopsersiohW enilemiT
diapwollaottnemetatsycilopegnahCsuoigileraevahtahtsyadilohyrotutats
yllacificepsnoitcennoclarutlucroyadirFdooGyaDgnixoByaDsamtsirhC
otyaDsraeYweNdnayadnoMretsaErosuoigilerhtiwdegnahcxeeb
toneratahtsetadtnatropmiyllarutlucsdradnatstnemyolpmeehtnideifitnedi
tca
ehtfoeettimmoCyciloPsrotceriDfodraoBrotceriDevitucexE
shtnom6nihtiW
neewtebeciffoehtesolctonoDdaetsnIsraeYweNdnasamtsirhC
tahtsyadretaolfsaesohtreffoyehtrevenehwekatnacseeyolpme
esoohc
ehtfoeettimmoCyciloPsrotceriDfodraoBrotceriDevitucexE
shtnom6nihtiWtxenehterofeb(
)erusolc
nitnemyolpmefoslevelehtllayfitnedItcartnocsahcusnoitazinagroeht
sruoh12nahtsselemit-trapsrekrowrofseifilauqhcaerehtehwyfitnedIcte
ffoemitdiap
ehtfoeettimmoCyciloPsrotceriDfodraoB
shtnom3nihtiW
hcussmretniatrecfosnoitinifedddAycilopehtotsyadilohyrotutatssa
oiratnOehtotecnereferekaMtahtnoitalugeRsdradnatStnemyolpmE
ycilopsihtstceffa
ehtfoeettimmoCyciloPsrotceriDfodraoB
shtnom3nihtiW
ycilopehtfoypocdrahatuotnirPseiciloprehtohtiwrednibanitituP
siohwenoyreveerehwrednibehtecalPdnatisseccanacycilopehtybdetceffa
tidaer
rotceriDevitucexEsreganaMmargorP
shtnom3nihtiW
emitynanisyadfoegnahcxeedulcnIswonkenoyrevetahtoserudecorpffo
odottahw
rotceriDevitucexEsreganaMmargorP
shtnom6nihtiW
Appendices
Part 3 Appendices
Appendix A Forms
Appendix B Sample Terms of Reference
Appendix C Sample Conflict Resolution Guidelines
Appendix D Sample Decision Making Chart
Appendix E Framework for policy development and review
Appendix F Glossary of Anti-Oppression Terms
Appendix G Focus Group Findings
Appendix H References
24
Appe
ndic
es
Appendix A Forms
bull Plan for policy reviewbull Work planbull How accessible is this policybull How does this policy affect different peoplebull Policy gaps and what we can dobull Report of recommendations
25
Appendices
Plan for policy review
26
etaD aerA weiverotseicilopfotsiL
1raeY
2raeY
3raeY
Appe
ndic
es
Work plan
otsdeentahWneppah
siohWelbisnopser
sksaT eniLemiT
27
Appendices
How accessible is this policy
seYsdeeN
krownoitnettAfosaerA
aniycilopehtsInoitacoleerf-reirrab
nielbaliavaycilopehtsIstamroftnereffid
tuobatnemmocetivniewoDtamrofeht
ninettirwycilopehtsIrofysaesitahtegaugnal
dnatsrednuotstneilctsom
ylisaeebycilopehtnaCrehtootdetalsnart
segaugnal
tiohwyasycilopehtseoDstceffa
siohwyastiseoDrofelbisnopser
tignitnemelpmi
suoiravtcelferycilopehtseoDseulavdnasfeileblarutluc
ehtnissecorpasierehtfIspetsehteraycilop
otelbatpadadnaelbixelfsecnereffidetadommocca
etivniycilopehtseoDkcabdeefevigotelpoep
tahwtuobastnemmocdnasyasti
28
Appe
ndic
es
How does this policy affect different people
snoitseuQ noitnettAfosaerA
neebycilopehtsahwoHdetnemelpmi
evahsecitcarpdnaserudecorptahWdetluser
ycilopsihtmorfstifenebohW
woH
tifenebtonseodohW
woH
otsreirrabehtyfitnediuoynaCeraepyttahWstcapmielbatiuqe
)ctelaicnanifdetalsigel(yeht
dnasnoitseuqstnemmoctahWsihttuobaevahelpoepodstnialpmocserudecorpdnasecitcarpehtroycilop
detaercsahycilopsihttaht
ecivresffatsehtodtahWrosrebmemytinummocsresu
ycilopsihttuobayassreetnulov
29
Appendices
Policy gaps and what we can do
seYsdeeN
krownoitnettAfosaerA
wohyasycilopehtseoDeblliwelpoeptnereffid
detceffa
lliwelpoeptahttimdatiseoDsyawtnereffidnidetceffaeb
hguoneelbixelfycilopehtsItnereffidehtotdnopserot
elpoeptahtsecneirepxedevilevah
elbixelftonsiycilopehtfIehttahwyastiseod
otodlliwnoitazinagrosihtegnahc
egnahcrofnalpehtseoDsenilemitedulcni
wohyasycilopehtseoDrotupnievignacelpoepehtwohtuobakcabdeef
mehtstceffaycilop
edulcniycilopehtseoDdnasmronlarutlucesrevid
seulav
yehteratahW
30
Appe
ndic
es
Report of recommendations
noitadnemmoceR siohWelbisnopser
enilemiT
31
Appendices
Appendix B Sample Terms of Reference ndash Policy Review Committee
PreambleINSERT YOUR ORGANIZATION NAME is committed to applying an integrated anti-oppression frame-work to all undertakings of the organization To that end the organization will ensure that all poli-cies will be regularly reviewed and updated to reflect an integrated anti-oppression perspective
MandateThe mandate of the Policy Review Committee is to review the policies listed below with the objectiveof providing the organization with feedback and recommendations as to how the policies can betterreflect an integrated anti-oppression analysis The committee may also recommend the deletion oraddition of policies in this process
Type of Committee
The Policy Review Committee is a short term project based committee composed of communitymembers from the service area of YOUR ORGANIZATION NAME and frontline staff managementvolunteers Board and people who have accessed our service
Composition
Members should self-identify in one or more of the following waysbull racialized or aboriginalbull people who have little or no decision making power in the organization including service usersbull members of a marginalized groupbull representative of the demographic of organizationrsquos community
Timeline
The committee will complete the said work in a period of not longer than INSERT DATE HERE (3months from the start date of the review)
Deliverables Recommendations Report
Scope
Committee members shall have access to the policies of the organization mission statement by-laws salary grids collective agreements board meeting minutes complaints received strategicplan and all other relevant documents with the exception of the followingbull personnel filesbull in-camera Board meeting minutesbull client filesbull private legal material
32
Appe
ndic
es
Appendix C Sample Conflict Resolution Guidelines ndash Policy ReviewCommittee
PrinciplesIt is in places of conflict that the potential for change exists Conflicting ideas beliefs and valueswill ensure a rich dialogue and essential learning opportunities for everyone Committee membersare charged with reminding themselves that the committee exists in the service of the organizationwith the ultimate goal of better serving the community Each person on the committee has theresponsibility to deal directly with each other and commit to engaging with each other as allies inthis work
The organization will endeavor to assemble the relevant material that will be useful in meeting theobjectives of the committee prior to the beginning of the project and will ensure that any relevantmaterials will be delivered to the committee as quickly as possible
The decisions and recommendations of the committee do not bind the organization into action TheBoard of Directors andor Executive Director of the organization will review the recommendations ofthe committee and ultimately decide what can be instituted
Budget and Additional Resources
The Policy Review Committee has a budget of $$$$$ The budget will cover the committee costs- member expenses childcare travel long distance calls honorarium- meeting expenses accessible meeting room refreshments conference calls- accessibility expenses ASL interpretation note taking attendant care- supplies photocopying office supplies
Staff resource- maintain minutes and discussion notes for the committee- retrieve documents that the committee requires- assist in organizing meetings and refreshments for meetings
Meetings
Meetings will be held at an accessible meeting space ndash onsite at the organization if possible
The committee is responsible to elect co-chairpersons during the first committee meetingThe responsibilities of the co-chairs in consultation with the whole committee are tobull organize meetingsbull develop the agendabull organize committee communicationbull keep committee members on taskbull organize the completion of the final reportbull maintain communication with the organization including updates requests concerns etc
33
Appendices
34
Remember that resolving conflict does not necessarily mean that a person will change their view-point or opinion A resolution of conflict implies that each party has had the opportunity to sharetheir perspective be heard have opportunity for discussion and then have closure
How we deal with our colleagues when we have a different opinion or viewpoint can either open usup to new learning or shut us down The following are some key points to keep in mind
i Recognize that conflict is a healthy part of communication if all parties understand theirresponsibilities in the process
ii Parties should approach the process with the idea of creating a learning environmentiii Parties should be prepared to listen to each other ndash that is really listen without interrupt-
ing or preparing your argument in your headiv If you are challenging a statement made by another person ndash it is important to state
concisely where you believe the problem lies and if it furthers the learning moment tostate the impact on yourself
v Do not belabor the point or make comments about the otherrsquos motivation for the state-ment (ie They are ignorant bigoted etc)
vi The person who has been challenged should take away the information to think aboutwhere their learning lies ndash the statement back to the challenger should include how youwill approach the information that was shared with you from the other person
vii If you do not agree with the challengerrsquos view ndash further dialogue may be necessaryviii State your own view and where you believe the problem liesix Each person is responsible to think critically about the otherrsquos view with a goal of finding
common ground andor compromise andor the decision to agree to disagree ndash which isallowing space for differing points of view
x It is important that both parties do not disengage from the process by complaining orexpressing dissatisfaction about the other person to other people ndash that kind of behaviorlowers the integrity of the process and the party who engages in it
xi Try to understand each otherrsquos perspective without judging the person or making assump-tions about each other
Co-chairs responsibilitiesbull reminding members of the guidelines of conflict resolutionbull arranging time in the agenda to address conflict in the groupbull mediating conversations between the parties in conflictbull negotiating resolutionbull If the conflict is in regards to making a decision The co-chairs should refer to the decision
making guidelines
The guidelines presented above should not be used in situation of discrimination and abuse Inthose situations the committee should follow the procedures in the organizations anti-discriminationor anti-harassment policies
Appe
ndic
es
35
snoitpO snosaeRstifeneBrof
snosaeRsmelborPtsniagA
puorGnoisiceD
rofsnosaeRnoisiceD
Appendix D Sample Decision Making Chart ndash Policy Review Committee
Appendices
36
App
endi
x E
Fra
mew
ork
for p
olic
y re
view
and
dev
elop
men
t
We
deve
lope
d th
is fr
amew
ork
duri
ng th
e fir
st p
hase
of t
his
proj
ect
Its
purp
ose
is to
hel
p or
gani
zatio
ns u
se a
n in
tegr
ated
ant
i-opp
ress
ion
fram
ewor
k ap
proa
ch w
hen
revi
ewin
g an
d de
velo
ping
pol
icie
s
NOITSE
UQ
EG
NELLAH
CES
NOPSE
R
esoprupeht
sitah
Wrodna
ycilopsiht
foerudecorp
erusneotyrassecen
siycilop
aneh
wwonk
ottluciffid
ebn ac
tIruoy
tahterusne
otdna
seicilopyna
moot
gnitaercton
erauoy
ehtgniyfitnedI
stnemetats
gnitcilfnocgnika
mton
e raseicilop
edivorpsalle
wsa
sllaftipeseht
diovapleh
nacesoprup
otyrassecen
eblliw
serudecorptah
wdna
wohot
sanoi tcerid
esoprupeht
teem
bull bull bull bull
ycilopeht
rofelanoitar
ehtedivorP
tnetniytiuqe
ehtyfitnedi
ylraelCseitilibisnopser
evitalsigelyfitnedI
)s(ycilopetairporppa
ehtot
serudecorpkniL
tifycilop
ehtseo
Dycnega
ehtnihti
wnoissi
metad nam
rodnatne
metatsseulav
fotne
metatssfeileb
dna
woH
dnaetadna
mrieht
eniltuotaht
stnemetats
evahseicnega
ynaM
roFetadna
meht
teemlli
wyeht
wohtuoba
sfeilebrieht
elpmaxe
nasi
nemo
wllatsniaga
ecneloivlladne
otelpmaxe
er usneneht
tsum
wolloftaht
seiciloPtne
metatsnoissi
ma
fotsniaga
ecneloivgnitauteprep
tonsi
noitazinagroeht
tahtnoisserppo
ronoisulcxe
fomrof
ehtni
nemo
w
bull bull bull bull bull
fotne
metatsstnemucod
tnavelerllaweiveR
ctetnemetats
noissimetadna
msfeilebeht
stroppusycilop
ehtfi
enimrete
Detadna
mnoissim
seitiugibma
ehtyfitnedI
seulaveht
htiw
st sartnocycilop
ehtfi
enimrete
Dnoitazinagro
ehtfo
ycilopeht
oteka
mnac
uoysegnahc
ehtyfitnedI
tievorp
miot
tifyc ilop
ehtseo
Deht
htiw
snoitazinagronoitisoplacitilop
wo
H
tahtnoitisop
nasitrapa
naem
tonseod
noitisoplacitilopA
ynamrehtaR
ytraplacitilopralucitrap
astroppus
seussiralucitrap
nosnoitisopdepoleved
evahsnoitazinagro
noitazinagrotsini
mefa
ebya
mnoitazinagro
ruoyelp
maxeroF
dluow
serudecorpdna
seicilopruoy
noitazinagrotsini
mefa
sAytiuqe
yapeikro
wemarf
ytilauqesna
mow
awollof
ctestifenebrevigeracyli
mafdednapxe
bull bull
snoitisoplanoitazinagroeht
ssucsiddna
yfitnedItub
nettirwnu
erataht
seussilaicosgnidrager
esohtfo
emoS
noitazinagroruoy
nihtiw
tsixeyap
msireetnulovsvrobal
diapedulcniya
mcteseussi
htlaehlatnemytiuqe
-tne
metatsfeileb
aot
snoitisopetairporppa
ddAtsixe
tonseod
enofi
enoetaerc
ro
Appe
ndic
es
37
NOITSE
UQ
EG
NELLAH
CES
NOPSE
R
teem
ycilopeht
seoD
sdradnatsmu
minim
noitalsigelrobal
fosthgir
namuh
ycavirpnoitalsigelrednufnoit alsigel
dnastne
meergalautcartnoc
rehtostne
meerga
mehtdeecxe
tiseo
D
lautcartnocdna
evitalsigeltee
mylraelc
dluohsseiciloP
nettirw
si)noitalsigel
ytiuqeneve(
noitalsigeLseitilibisnopser
ehtno
desabsi
tahtkro
wemarf
erutluctnani
moda
morfeht
tcetorpot
keesyehT
spuorgsuonego
mohfo
noitpmussa
elpoepfo
sthgireht
ecnavdatonelpoep
dezilanigram
fosthgir
dnoyebog
dluohsseicilopkro
wemarflanoitcesretni
naylppa
oTsdradnatsla
minim
bull bull bull bull
snoitazinagroeht
dnatsrednudna
weiveR
waleht
rednuseitilibisnopser
seitilibisnopserdnatsrednu
dnastcartnoc
weiveRstcartnoc
fos
mreteht
rednullaf
snoitatcepxemu
minim
ehtereh
wyfitnedI
sseccaot
tnemevorp
midna
tnemecnavda
fot rohs
ytiuqedna
lauqetroppus
nacnoitazinagro
ruoysya
wyfitnedI
ytinutroppo
sihtseod
woH
erudecorpycilopeht
tc apmi
snoitazinagrotegdub
fI
mehttne
melpmi
ottcap
miyrategdub
evahod
seicilopyna
Mot
elbissopmi
emoceblli
wycilop
ehtdezingocer
tonsi
sihttub
ycilopdab
asi
tiesuaceb
ton-
dedracsideb
dnawollof
rofdetnuocca
tonere
wnoitatne
melpmi
fostsoc
ehtesuaceb
bull bull bull bull
htiw
detaicossastsoc
ehtllayfitnedI
ycilopeht
fonoitatne
melpmi
ralugerfo
trapera
stsoceht
erehw
yfitnedIedulcni
dluow
reganam
foyralaSei
-ssenisub
noisivrepusffats
stsoclanoitiddayfitne dI
ylgnidroccategduB
otelbisnopser
sioh
Wsi
ycilopsiht
erusnedna
dootsrednudecrofne
elbisnopsersi
ohw
etatsylraelc
tsum
serudecorpdna
seiciloPhcaEssenevitceffe
gnitaulavedna
gnirotinomtuo
gniyrracrof
detatsylraelc
e bdluohs
elorsnosrep
bull bull
diapnudna
diapfo
selorsuoirav
ehtyfitnedI
noitazinagroeht
fosreb
mem
ehttuo
yrraclliw
ohw
srebme
meht
yfitnedIsreb
mem
ehtetaulave
dnaesivrepusserudecorp
ycilopeht
etaulavedna
weiveretaerc
Appendices
38
NOIT
SE
UQ
EG
NELL
AH
CE
SN
OP
SE
R
eht
sita
hW
rof
msina
hcem
lacitirctnial
pm
ockca
bdeef
tegtaht
stnemucod
gnivileb
dluohsserudecorp
dnaseiciloP
ottnatrop
misi
tieroferehT
sevorpmi
gninraelruo
saretteb
rokcabdeef
edivorpnac
detceffaesoht
wohetats
yl raelcro
elbaeganamnu
evitceffenievorp
yehtneh
wfinialp
mocevisserppo
bull bull bull
seifitnediylraelc
tahtycilop
stnialpmoc
aetaer
Csreb
mem
diapnudna
diaprof
ssecorpeht
srebme
mytinu
mmoc
dnastneilcsresu
ecivrestI
elbisseccas i
ssecorpstnialp
moceht
erusnEyllacisyhp
nacsklof
erehw
decalpeb
dluohselbissecca
tnereffidni
dereffodna
tissecca
nialpraelc
ninettir
web
osladluohs
tIsta
mrofelpoep
ybdessecca
ebnac
titaht
osegaugnal
slevelycaretil
suoir avhti
wycilop
ehtrof
kcabdeefrof
ssecorpeht
yfitnedI
weiver
eb
ycilo
pe
htlli
ww
oH
otdetaci
nu
mm
oce
blli
wo
hw
eso
ht ti
yb
detceffa
ehtyb
detceffeesoht
llaot
tnediveeb
dluohscorpseiciloP
tnatropmi
sinoitacinu
mmoc
fonalp
agnitaer
Cse
moctuobull bull bull bull bull bull
elbisnopsereb
lliw
ohw
elpoepeht
folla
yfitnedIeb
lliw
ohw
esohtdna
noitatnemelp
mirof
noitatnem elp
mieht
ybdetcap
misdnik
tnereffideht
sseccafo
stniopeht
yfitnedIyrassecen
sseccafo
sepytdna
noitatnemelp
mirof
elbisnopseresoht
llaerusnE
seitilibisnopserrieht
tuobaraelc
eraot
ycilopetacinu
mmoc
otnalp
ehtyfitnedI
s rebme
mytinu
mmoc
dnastneilcsresu
ecivresrehto
dnaegaugnal
ycaretilsserdd
Aseussi
ytilibisseccaseussi
eseh tsserdda
otnalp
aetaer
C
Appe
ndic
es
39
NOITSE
UQ
EG
NELLAH
CES
NOPSE
R
weivereht
sitah
Weludehcs
ehtodlli
woh
W
weiver
deweiver
ebdluohs
stnemucod
gnivilsa
serudecorpdna
seiciloPdluohs
ssecorpehT
tnemevorp
mirof
yltnetsisnocdna
ylralugernI
kcabdeefrof
ytinutroppoedivorp
otsa
oseludehcs
aedulcni
dnaseicilop
ehtyb
detceffaesohtlla
morftupni
tegot
redrotahtnesohc
rodetov
ebdluohs
sreweiver
fomaet
aserudecorp
sevitcepsrepfo
esabdaorb
atneserper
bull bull bull
roylraey-
seicilopfo
weiverrof
enile
mita
teSylraey-ib
ebdluohs
tahtspuorg
redlohekatseht
yfitnedIytisrevid
otnoitnetta
htiw
weivereht
nidevlovni
dnassenevitceffe
ehtssessa
otsloot
edivorPycilop
hcaefo
ytiuqe
ycilopsiht
seoD
egnellahclahcrairtap
laicosevisserppo
wo
Hs
mron
gnignellahcflesti
nisi
krowe
marfdetargetni
nagniylppA
neebevah
sufo
ynam
sareve
woHs
mronerutluc
tnanimod
morftrats
dluohse
wsdradnats
naciremA
htroN
ybdenoitidnoc
nide
marfeblli
wserudecorp
dnaseicilop
ruotaht
esimerp
ehtksa
otevah
ew
eroferehTsfeileb
dnaseulav
erutluctnani
modgnidlohpu
tonera
ew
erusnetaht
snoitseuqfo
seiresa
sevle sruonoisserppo
fos
metsysdehcnertne
bull bull bull bull bull bull bull
noisserppodna
yhcrairtapfo
seussieht
yfitnedIycilop
hcaeni
tnerehninihti
wseussi
esehtegnellahc
otwoh
ezigetartSnoitazinagro
ruoygnika
mnoisiced
ehtni
ycnerapsnarteht
weiveRsessecorp
seodtah
Weisevlesruoyrof
snoitseuqetaerC
noitazinagroruo
niekil
koolre
wopycilop
ehtmorf
stifeneboh
wyfitnedI
revore
wopa
dlohpuseicilop
hcihw
enimrete
Dkro
wemarf
emit-lluf
derihsteg
ohWei
-snoitseuq
ksAsi
erehW
denimreted
sihtsi
woH
emit-trap
senimreted
ohW
tegdubeht
nitneps
yenom
seitiroirp
Appendices
40
NOITSE
UQ
EG
NELLAH
CES
NOPSE
R
ehteblli
wtah
Wno
tcapmilaitnereffid
spuorgdezilanigra
m
dnatsrednuot
tnatropmi
sitI
emas
ehtnae
mton
seodlauqEyfitnedi
otspuorg
tnereffidno
seicilopfo
stcapmi
suoiraveht
foytilibissecca
troppusot
wohdna
eilsreirrab
ehtereh
wspuorg
suoiravrof
secivresdna
tnemyolp
me
bull bull bull bull
fos
mitcivera
ohw
elpoepfo
spuorgyfitnedI
noisserppoci
metsysspuorg
suoiravno
stcapmi
ehtyfitnedI
dnaytiuqe
ecnavdataht
stcapmi
hsiugnitsiD
tonod
tahtesoht
sseccaot
sreirrabegnahc
otsya
wezigetartS
ycilopehtlli
wwo
Hnoisserppo
egnellahcnoisserppo
cimetsys
rofseicilop
weiveR bullmsicar
bullaibohpo
mohmsixesoreteh
bullmsielba
bullmsiega
bullmsixes
bullmsirtneconhte
bullmsissalc
bullmsiti
mes-itnabull
msibarA-itnabull
noitanimircsid
suoigilerbull
msilainoloc
bull bull bull
tsrifnretse
wa
sahycilop
ehtfi
enimrete
D
weivdlro
wtuoba
noitpmussa
narof
ycilopeht
ssessAnoitautis
cimonoce-oicos
dnaegaugnalytilibafo
secnereferrof
egaugnaleht
weiveRsnoitp
mussasuoigilernoitazinoloc
Appe
ndic
es
Appendix F Glossary of Anti-Oppression Terms
Ableism Prejudice and discrimination against people living with mental emotional and physicaldisabilities or differences People living with disabilities experience this discrimination segrega-tion and isolation because of peoplersquos prejudices and institutional barriers not because of thedisability or difference itself Deaf Deafened and Hard of hearing people historically have experi-enced systemic ableist oppression as well
Anti-Semitism Discrimination or violence against Jews Judaism and the cultural intellectualand religious heritage of Jewish people The word Semite literally refers to ldquoany of the peoplessupposed to be descended from Shem son of Noah especially the Jews Arabs Assyrians andPhoeniciansrdquo However Anti-Semitism is mostly used to refer to prejudice discrimination andviolence directed at Jews
Class Economic and social groups People in the higher classes make decisions about theeconomy while other people work for wages or are kept out of the economy The things that markdifferences between classes include peoplersquos ability to meet their basic needs their level ofincome wealth and formal education and their connections with people and institutions thathave influence and power In the current economic structure rich people got their wealth bytaking advantage of people at the bottom and middle of the class structure
Classism Any practices and beliefs that judge and value people according to their social class orthe social class that other people assume they belong to Most workplaces use classist languagethat reflects and reinforces the social hierarchy For example they undervalue the work of sup-port staff and decisions do not include the knowledge and opinions of these workers
Colonialism When a foreign power dominates and exploits an indigenous group by taking theirland and resources and using them as cheap labor in order to make money It also means spe-cific era between the 1700s and 1900s when European countries expanded into the Americasand countries of the global South In Europe people justified these practices using racial doc-trines These ideas about hierarchies of race are still widespread Uncovering and challengingthe ideas and ongoing practices of colonialism are important parts of racial equity work
Culture The collective experience beliefs values knowledge economy and ways of life of agroup of people who share past or current experiences Culture changes constantly it is notstatic Every culture is shaped by the land and spaces people inhabit together Individual andgroup culture can also be shaped by language religion racialization gender experiences ofmigration and immigration social class political affiliation family influences age sexual orien-tation geographic origin ethnicity experiences of discrimination or lack of discrimination andexperiences fighting oppression
Disenfranchised Not having full rights as a citizen or not being able to fully participate as amember of the community
41
Appendices
Dominant Culture The beliefs values and judgments of groups with social power The dominantculture is created and maintained by people in the dominant social group People who do notbelong to the dominant group often believe that these values beliefs and judgments are trueinstead of seeing how they reflect the interests of people in power
Dominant group People whose social identity gives them power and privilege In most parts ofCanada dominant identities are White male English-speaking heterosexual able-bodied Chris-tian affluent and middle class thirty to sixty-five years of age university educated from centralCanada Many people have one or more dominant identities
Equity Peoplersquos rights as individuals or members of a group to an equitable share of theresources and influence in society Equity work analyses and challenges unfair systems andpractices and works towards creating outcomes and access that benefit people equally
Exploitation Taking unfair advantage of a person or a group for onersquos own gain or advantageExploitation can be systematic or individual
First Nations A term that reflects the process some Aboriginal peoples in Canada have used toname themselves The word ldquofirstrdquo recognizes the fact that Aboriginal peoples are the originalinhabitants of what is now called Canada The word ldquonationrdquo stresses the fact that Aboriginalpeoples are political collectives who had their own forms of government before Europeans beganto settle here Many First Nations peoples are fighting to re-establish that sovereigntybull The term also refers to a group of Aboriginal people who were previously called a ldquoBandrdquo by
the Department of Indian Affairsbull ldquoFirst Nationrdquo can also mean a group or several groups of Aboriginal people who have the
same ethno-cultural background
Gender identity Features that are tied to how an individual thinks of themselves as a man or awoman A personrsquos gender identity may not be the same as their biological sex
Gender roles The culturally specific behaviors and appearances constructed by a culture todefine what is expected of women and men The expectations of femininity and masculinity areimposed on individuals according to their biological sex
Harassment Persistent ongoing behavior conveying negative attitudes towards an individual orgroup to make them feel intimidated and humiliated Harassment is an exercise of power Itincludes any action that a person knows or should know is not welcome Harassment includesname-calling jokes slurs graffiti insults threats rudeness and crude gestures verbal or physi-cal abuse Human Rights Codes in most provinces prohibit harassment based on race religionsex ethnicity and the other prohibited grounds for discrimination
Heterosexism All practices that convey the message that heterosexuals are better than otherpeople including the assumption that everyone is or must be heterosexual It operates like otherforms of prejudice and discrimination giving privilege and rights to members of the dominantgroupndashheterosexualsndashand not to gay or lesbian people
42
Appe
ndic
es
Hierarchy A system that gives individuals or groups different positions and power People andgroups with a higher rank have more power resources and value than individuals or groups witha lower rank For example in a patriarchy men are given more value than women
Immigrants People who have arrived and settled in Canada in their lifetime Sometimes peopleuse the word incorrectly to refer to Canadian-born racialized people because they assume thatall racialized people were born elsewhere
Inclusive Making sure that all members of the community are represented or involved in allaspects of the community
Integrated Combining information and values from a variety of people and sources in order toget a fuller result that is more inclusive
Islamaphobia The systemic ways and individual practices of racism that target Arab people andhave particular impact on them Some examples include negative stereotyping of Muslim peopledepicting Islam as essentially violent and fundamentalist assuming that all Arabs are Muslimand all Muslims are Arabs
Landed immigrant Persons with legal status who are permanent residents of Canada ratherthan visitors refugee claimants temporary workers or citizens
Marginalization A process that keeps groups or individual from having access to all or part ofthe resources and activities of the community
Oppression When one social group takes advantage of another social group either knowinglyor unconsciously Oppression gives the dominant group privilege and marginalizes anddisenfranchises the subordinated group The dominant social group can use force or social insti-tutions and resources to achieve oppression After a time individual members of the dominantgroup do not need to do anything and unequal treatment becomes so much a part of the socialinstitutions and structures that it seems normal
People of colour Any person who is not White or Aboriginal This term was first adopted in theUnited States by racialized people who were trying to name themselves with a positive identityrather than as ldquonon-whitesrdquo ldquocolouredrdquo ldquoethnicsrdquo or ldquovisible minoritiesrdquo
Privilege Unearned power that gives members of the dominant group economic social andpolitical advantages Privilege also means rights that everyone should have but that are deniedto some people
Racism Any aspect of Canadian society that openly or subtly makes White people and Whitenessnormal and valuable while making racialized communities invisible or devaluing stereotypingand labeling people of colour as ldquoothersrdquo who are different or inferior
43
Appendices
Individual racism The beliefs attitudes and actions of individuals that support or maintainracism Individual racism can be conscious or unconscious It can be active or passive
Institutional racism The network of structures policies and practices in systems and institutionsthat give White people advantages and that discriminate oppress and disadvantage racializedpeople
RacializationRacialized Racial identities are not fixed categories They are shaped by historynationality gender class and identity politics Racial designations often differ from country tocountry The term racialization or racialized makes explicit the ways in which we are socialized todifferentiate groups of people on the basis of superficial physical characteristics where White isthe norm It emphasizes the active process of categorizing people while at the same time reject-ing ldquoracerdquo as a scientific category
Refugee Persons who have to flee their country because they have a ldquowell-foundedrdquo fear ofpersecution based on race religion nationality political opinion or membership in a particularsocial group
Religious discrimination Any institutional or individual practices that exclude and discriminateagainst a person because of their religion In Canada many workplaces do not provide equitablyfor all religions Recently the Supreme Court has ruled that employers must accommodate em-ployees whose religious observances are not recognized in the Christian-based statutory holidayssuch as Easter and Christmas Religious discrimination is often linked to other forms of discrimi-nation For example Irish Catholics were often marked by their class ethnic origins and lan-guage as well as their Catholicism Racialized Muslims often experience racism mixed withreligious discrimination
Sexism Systemic and individual practices that give men privilege make women subordinate andthat shame values identified with women
Social Location or Social Identity A personrsquos membership in a socially constructed groupThese groups are often identified according to superficial characteristics such as skin colourcountry of origin religious beliefs body form etc
Structural This approach to equity work believes that the thoughts and behaviors of the indi-vidual are created and guided by various social structures such as capitalism andor neo-liberal-ism and are therefore limited The focus for change is raising awareness of the limits and chal-lenging the structures
Systemic racism The conscious or unconscious policies procedures and practices that excludemarginalize and exploit racialized people Systemic racism is supported by institutional powerand by powerful ideas often unexamined ones which make racism look normal and justified Forexample institutions that do not have effective complaints procedures or performance appraisaland promotion processes that use equity competencies make it possible for individuals to beracist
44
Appe
ndic
es
45
Transgender person A person who is not comfortable with or who rejects some or all of thegender identity given to their biological sex This is an umbrella terms used to describe trans-sexuals transvestites or cross-dressers and intersex people
Transsexual Someone who has a very strong feeling that they are living in the wrong sex A maletranssexual needs to live as a woman and a female transsexual needs to live as a man Somebut not all transsexuals have surgery to reassign their sex Some have procedures to partiallyreassign their sex and some use hormone therapy A transsexual can be heterosexual homo-sexual or bisexualWhite Refers to people belonging to the dominant racial group enjoy skin privilege in NorthAmerica Australia New Zealand and anywhere European colonialism has created racial inequityThe term ldquoWhiterdquo is capitalized for different reasons than other racial designations ndash Aboriginaland Black The latter identities are claimed with pride in opposition to the names imposed bydominant White society One of the ways that racism operates is to leave the racial identity ofWhite people unidentified ldquoWhiterdquo is capitalized to interrupt the privilege of having Whitenessgo unnamed
White Supremacy A system based on assumption of the ldquorightness of Whitenessrdquo in whichpolitical economic and social systems result in White people having more privilege and powerthan racialized people
many of the terms in the glossary were adapted with permission from Dancing on Live Embers ChallengingRacism in Organization by Tina Lopes and Barb Thomas Toronto Between the Lines 2006
Appendices
Appendix G Focus Group Findings
The following points are the relevant themes that emerged from the focus groups The groups wereasked to answer the following questions
1 How well has your organization and the various sectors practiced an integrated approach to anti- oppression
bull overall feeling that most are doing pretty good workbull some feel frustrated that the policies etc are not fully put into practice by all staff at an
agencybull feeling that the work is silorsquod and separated ndash working on one oppression at a timebull that the work is framed from a white middle class perspectivebull the work is not happening fast or often enough ndash ie deaf woman services gaps and barriers
2 What are the effective practices in the various areas ie policies programming outreach training org development
bull be committed inventive constantly evolve vigilantbull open to change pushing for changebull inclusion at all levels of an organization working together on committees and groupsbull engage diversity responsive to different needs
3 Where are the challengesbull funding shortages piecemeal and targeted on specific groups onlybull lack of accountability lack of clear policies and proceduresbull lack of inclusivity and diversitybull lack of time to be together communicate etcworkloads of service providersbull silorsquod workbull systemic exclusion internal and societal institutions
4 Visions and suggestions for changebull core guidelines with key values ndash written down and put into practicebull accountability in staff and managementbull commitment from all levelsbull everyone open to challengebull look at themes not populationsbull community drivenbull training and toolsbull fully funded and supported by structures
5 Who would take up the facilitation of changebull not one personbull coalitionsbull community groupsbull all levels of organization including service users
46
Appe
ndic
es
Recommendation(s)
a Conduct a review of existing policies procedures and practices that organizations feel repre-sent their best efforts of an integrative anti-oppressive framework
b Working groups should be created to develop the most effective integrative policies andprograms The groups should include diverse members from different social locations com-munities and be representative of all levels of the organization including service users
c Organizations must support this work by allocating time personnel and resourcesd Organizations must demonstrate commitment to the work by reviewing all policies proce-
dures and programs through the lense of an integrative anti-oppressive frameworke A tool kit should include templates of policies and procedures to simplify the writing of work
done by the committeesworking groupf This work is not static and must be revisited regularly in order to incorporate new informa-
tiong Organizations should offer regular training and workshops on how to put an integrative anti-
oppression framework into practiceh Organizations must hold staff and volunteers accountable to adhering to agency practice by
offering training and supervision including key values in mandate and mission statementsand integrative anti-oppressive practices in personnel and volunteer policies
Focus group participants
The following organizations participated in focus groups in 2005-06 for the Integrative Anti-Oppression Project
Woman Abuse CouncilFCJ Refugee Centre519 Community CentreNelliersquosSpringtidersquos Women with Disabilities ProgramToronto Rape Crisis CentreMulticultural Women Against RapeCentral Neighbourhood HouseAccess Alliance Multicultural Community Health CentreA Commitment to Training and Employment for Women (ACTEW)Arab Community Centre of TorontoAssaulted Womenrsquos HelplineBarbara Schlifer Counselling ClinicBlack Creek Community Health CentreCentral Family IntakeErnestine Womenrsquos ShelterFamily Services AssociationFlemingdon Neighborhood ServicesKorean Canadian Womenrsquos Association
47
Appendices
Macaulay Child Development CentreSt Christopherrsquos HouseSt Joseph Womenrsquos Health CentreSt Michael HospitalStonegate Community Health CentreUrban Alliance on Race RelationsWomenrsquos Counselling Referral and Education CentreYorktown ShelterYWCA
48
Appendix H References
Dancing on Live Embers Challenging Racism in Organizations Tina Lopes and Barb Thomas Be-tween the Lines Toronto 2006
Campbell C (2003) Anti-oppressive social work Promoting equity and Social Justice Editor DrCarolyn Campbell Halifax Nova Scotia Dalhousie UniversityRetrieved Jan 22 2008httpaoswsocialworkdalcawhatisaoswhtml
Roundtable on Anti-Oppression Politics in Anti-Capitalist Movements Edited by Sharmeen Khan ndashparticipants in the roundtable Kirat Kaur Junie Deacutesil Gary KinsmanRetrieved Jan 22 2008httpuppingtheantiorgnode1380
Williams C (2003) ldquoSeeking Cultural Competence What Is It How Do You Develop It and How DoYou Know When Yoursquove Got Itrdquo In WShera (Ed) Emerging Perspectives on Anti-Oppressive Practice(pp 265 - 278) Toronto Canadian Scholarsrsquo Press Inc
- Front Page1-1
- ManualModEN2
- ManualModEN3
- ManualModENCon
-
Intr
oduc
tion
and perpetrators of oppression We often re-create the relations of social powerand control that also oppress us For example one may experience oppressionbecause of female gender but at the same time experience white skin privilege
bull The ideas thoughts and beliefs of people who ldquobelongrdquo to groups that are higheston the social hierarchy create ldquodominant culturerdquo Dominant culture becomes thestandard or norm by which everyone is compared For example in Canada thedominant culture norm of womenrsquos clothing does not include wearing the hijabas a result wearing the hijab is considered unusual and abnormal
bull People who are members of privileged groups have the power to control access toresources and information This perpetuates the cycle of power and oppression forpeople who are not members of these groups People who are marginalized andexploited experience limited access to the power to shape their own past presentand future For example Canadian history has been written from the perspectiveof white skinned European descent colonialists This historical perspective isperpetuated through dominant education institutions as the only true view ofhistory
bull Not everyone from the same social group has the same experiences becausepeople have many different lived experiences When people have multiplymarginalized identities they do not merely face extra barriers their lived experi-ence is entirely different
bull Integrated anti-oppression work requires that individuals accept responsibility fortheir role in perpetrating oppression both interpersonally and systemically Tobring about change individuals and systems must be changed
How is it different from other approaches to equityA formal equality approach generally means that the rules are the same for everyone and nobodygets special considerations or favors A formal equality approach assumes that if the same rule isapplied to everyone it will produce equal results This approach is flawed because it does notrecognize differential impacts and circumstances It renders social discrimination and oppressioninvisible by insisting it either does not exist or does not matter
Cultural competence is an anti-oppression practice that encourages people to work across culturalvariations It asks individuals and organizations to focus on understanding the characteristics andneeds of ldquodiverse groupsrdquo Cultural competence encourages people to include diverse groups inexisting frameworks
This approach is limited because the dominant grouprsquos culture is accepted as the norm and diversityis identified as anything outside of those norms Often with cultural competence the dominantgroup does not critically examine its power and privilege This approach also reinforces identitypolitics and divisions between groups that are based on superficial characteristics and social mark-ers
5
IntroductionIntroduction
Another approach is substantive equality or equity which recognizes that the same rules applied toeveryone will not produce equal results because of different circumstances and socialdiscriminations at present and in the past Sometimes substantive equality tries to remedy theeffects of past discrimination by providing additional supports to those who have historically beenmarginalized Integrated anti-oppression is comparable to the substantive equality approach
Barriers and challenges to integrated anti-oppression
Working from an integrated anti-oppression framework is not easy for a variety of reasons It isimportant to acknowledge this and find ways to continue the work Here are some of the most com-mon barriers and challenges and how you can address each one
Not enough timeIn social service agencies there is always more work and limited funding In some casesorganizations have had to reduce their number of staff or number of programs Communityservice organizations have been seeing higher demands for services from people who seemto have greater and greater needs
Anti-oppression work is often thought of as work that can wait as an administrative functionrather than work that requires our full and urgent attention But policies that do not reflectintegrated anti-oppression analysis are not effective for many people This can lead to confu-sion and make it hard for organizations to proactively respond to the needs of clients volun-teers staff and communities
When we create policies using an integrated anti-oppression analysis programming willbecome more meaningful and thereby more effective This approach also helps us learn newways of doing things When the work is shared and delegated differently we can discovernew efficiencies
Not enough money to implement policy changesImplementing real change will cost money and agency budgets are already stretched thinRemember that not making changes will affect everyone in the organization The people whowill feel the pinch the least are those who have the power to make decisions about thebudget
Most organizations cannot afford to make radical changes all at once to their frameworks andprograms As with any structural change organizations need to create a plan to phase inchange The plan should include clear timelines name who is accountable and allocate fundsfrom the budget The plan should also include priorities a risk and benefit analysis of whatyou hope to achieve and steps to meet your goals
Not understanding what lsquointegrated anti-oppressionrsquo means and how to put it into practiceThere is little information and few resources about applying an integrated anti-oppressionframework Much that has been written has focused on theory more than on how to use the
6
Intr
oduc
tion
7
framework This is challenging for organizations that are inundated with direct servicedemands and have no time to develop their own materials As this work becomes morewidespread it is certain to generate more practical tools for busy agencies
Feeling overwhelmed by how broad the work isMany people doing this kind of policy work for the first time say that not having an inte-grated analysis of oppression makes it hard to change policies Organizations struggle withcompartmentalizing issues of oppression and marginalization for example we may addressracism but we donrsquot connect it to disability issues and recognize how racism impactsracialized people living with a disability Changing policies can quickly become overwhelm-ing if an organization is trying to have a different policy for each marginalized group
Integrated anti-oppression looks at how we can experience systemic oppression and per-petuate oppression at the same time in the same moment This is why the work is ongoingndash no one is an expert Being forgiving of one another can help foster an environment ofchange and learning You can do this by being open to other peoplersquos mistakes and over-sights and by noticing your own Remember that mistakes are opportunities to learn anddevelop
Being afraid of change or of losing position status privilegeWe can all expect to feel uncomfortable with change and to be afraid of losing what wehave Our society fosters feelings of instability and insecurity and encourages people to beafraid of losing what they have gained Historically marginalized groups have not had ac-cess to positions of power to the ability to make decisions or even to stable permanentfull-time positions
Systems of oppression allow some people to have success and achievement at the expenseof other people It does not have to be that way An integrated anti-oppression frameworkallows us to find ways to share access and power equally
Being afraid of not being able to accommodate everyone or of making a mistakeWhen people are afraid they can freeze and not take any action Of course everyone willmake mistakes No organizationrsquos policies are perfect examples of integrated anti-oppres-sion Nobody even knows what fully integrated anti-oppression looks like
Approach this work with honesty and integrity Build a system that allows people to ac-knowledge their limitations errors and shortcomings This will allow real change to happenConfidence will grow as knowledge and insight grow Stay committed to the work
Not having the willWorking with an integrated anti-oppression framework requires time effort commitmentand funds It asks us to be vulnerable enough to hear how we as individuals and organiza-tions oppress others in spite of our intentions Integrated anti-oppression involves workingthrough conflict and struggle This is a lot to ask But it is possible
IntroductionIntroduction
8
If we procrastinate make excuses and constantly avoid the work others may come to be-lieve that we are not committed to the work If you believe that this work is important takerisks and begin
Not having the formal power to make changesIf you do not have much formal power in the organization it will be difficult for you to be anagent of change However you can still do important work Social justice work is best donein groups Find allies and build a support network Together apply pressure to people whohave the power to change things They will find it hard to ignore a growing group of peopleIt is easier for them to disregard a single voice
Not being supported by others or doing the work aloneIt is very difficult to be the agent of change when you have little or no support from peersand colleagues If you are in this situation try to find ways for others to join the struggleEveryone will experience oppression at some point in their lives By helping them to see thatthis may make it possible for them to discover why equity is important Finding commonground is a good place to start
Everyone involved is at a different level of understandingEveryone is always at a different place in their learning People who have been anti-oppres-sion activists for years can share insights resources and information with others who arejust beginning to think about these issues Be compassionate Gently challenge yourself tokeep deepening your understanding and to help others do the same Approach everyone as apotential ally
Appl
ying
Inte
grat
ed A
nti-o
ppre
ssio
n To
Pol
icie
s
Part 2 Applying integrated anti-oppression to policies
The five steps in integrated anti-oppression policy review
Developing and revising policies can be a huge administrative task that costs a lot of money As aresult policies in community service organizations tend to stay the same for years This is a problemPolicies set out how the organization works and must be revised regularly as information changesand our knowledge grows We hope that our five-step process will make it easier to plan for andinclude integrated anti-oppression in your policy review process The five steps are
1 Set a schedule for reviewing policies
2 Create a work plan
3 Set up a Policy Review Committee
4 Review the organizationrsquos policies
5 Make recommendations
The sections below explain more about each step Appendix A includes blank copies of the forms youcan use at each step in the process
9
Applying Integrated Anti-oppression To Policies
Step 1 Set a schedule for reviewing policies
Every organization should regularly include policy review in its work plan A policy review schedulecan make sure that all of the organizationrsquos policies are examined every two or three years
The schedule should include all of your policies and say which policies will be reviewed each yearBy rotating which policies are reviewed the organizationrsquos policies will become living documentsthat change and grow as knowledge increases
Consider how many policies a committee can review in a six to eight week period Build your sched-ule to reflect the size of your organization and the number of policies you need to review
Here is a sample schedule for a small organization
Use the chart on page 26 (Appendix A) to create your policy review plan
10
etaD aerA weiverotseicilopfotsiL
1raeY lennosreP gniriHgniriF
stifeneBeeyolpmEseiciloplennosreprehtO
2raeY lanoitarepO gnimmargorPtseretnIfotcilfnoC
erusolcsid-noNytilaitnedifnoCseiciloplanoitareporehtO
3raeY srotceriDfodraoB tnemtiurceRdraoBseettimmoC
laicnaniFseicilopdraoBrehtO
Appl
ying
Inte
grat
ed A
nti-o
ppre
ssio
n To
Pol
icie
s
Step 2 Create a work plan
Once you have a policy review schedule create a work-plan for the policy review process Make sureto allow enough time for a successful and meaningful review
To help create this work plan we suggest using the Framework for Policy Review and Developmentincluded as Appendix E Here is a sample of a basic work plan
Use the chart on page 27 (Appendix A) to create your workplan Use the Framework on pages 36 to40 (Appendix E) to help you develop the work plan
otsdeentahWneppah
siohWelbisnopser
sksaT eniLemiT
tegdubapoleveD rotceriDevitucexE ctesesnepxetsaceroF 1yraurbeF
eettimmoCtiurceRsrebmeM
-srotceriDfodraoBlennosrePeettimmoC
etivniotrettelaetirWsrebmemytinummoc
dnasresuecivrestiurcerffats
1beF-retteL
skeew2-tsoP
-sweivretnIskeew2
scitsigoLeettimmoC nosiailffatSeettimmoc
srebmem
fonoitacolteSseludehcsdnasgniteem
ehtrofriahcaesoohCeettimmoc
saheettimmocerusnEnigebotsecruosereht
-gniteemtsriF41hcraM
snoitadnemmoceRtropeR
ehtforiahCdnaeettimmoc
nosiailffats
dnatroperetirWevitucexEehtottimbus
rotceriD
41yaM
nopuwolloFsnoitadnemmoceR
rotceriDevitucexEdraoBsreganaM
otkcabtroperaedivorPsrebmemeettimmoctahtsredlohekatsdnasenilemitehtseniltuo
ctesegnahcrof
52enuJ
11
Applying Integrated Anti-oppression To Policies
Step 3 Set up a Policy Review Committee
Often people think that committees are a cumbersome and time-consuming way to work Howeverworking with a diverse group is the best way to build integrated anti-oppression into the organiza-tionrsquos policies
You will need to decide the size of your policy review committee It should be large enough to includea variety of perspectives but not so large that it will be difficult to complete its work in the time setfor the process Remember to think about how many people the budget can accommodate and whoshould be represented
Committee members will have access to sensitive and confidential material For this reason theymust agree to confidentiality and sign a letter that outlines this agreement
Inviting members to joinInvite or recruit members from the community and from within the organization You should
bull use accessible language and formats in your invitationbull invite people to join well before the committee starts its work andbull give people clear information about what you expect from the committee what their
responsibilities will be and how much time the committees work will take
Who should be on the committeeMake sure that the committee reflects diverse identities and has representation from people whodo not traditionally have decision making power
bull the majority of the committee should identify as racialized or aboriginalbull the majority of the committee should be people who have no or little decision-making
power in the organizationbull all committee members should identify part of their social location as a member of a
marginalized group andbull as a whole the committee should represent the demographic of people who use the
organizationrsquos service
Make sure that your committee includes representation from people who will be impacted by thepolicy such as
bull community members including service usersbull Volunteersbull Frontline staffbull Managementbull Board
People who sit on behalf of the Board of Directors and management must be able to make decisionsand speak on behalf of the decision-makers they represent Make sure they are clear about whatprocess they should use to check in and communicate with the board or management
Supporting the committeeThe organization must fully fund the participation of all committee members This includes moneyfor transportation child care interpretation accessible space and attendant care An honorariumshould be given to committee members who are community members
12
Appl
ying
Inte
grat
ed A
nti-o
ppre
ssio
n To
Pol
icie
s
Ideally the organization shouldbull Provide financial support to everyone without stigmatizing those members who are
poor or who identify as marginalized socio-economically In addition the organizationmust work with members who receive social assistance to make sure that they arenot penalized for any financial support they get for doing this work Perhaps one ofthe first policies the committee could review is the Honorarium policy or the policiesabout Committee Membership
bull Supply a resource person to the committee Their role is toi keep notes of the meetingsii make notes about recommendations for how policies should be revisediii research legislative benchmarks human rights provisions employment
standards and any other matters as needediv create information packages for committee members that include relevant
internal documents such as complaints salary and benefit grids and collec-tive agreements
v report back to the organization on the committeersquos progress or on issues thatneed broader discussion
If this person is a staff person with other responsibilities they should be given timeto work on this process Committee work should not be added on to their otherduties and squeezed in when possible Allocating staff time for this work is one wayto make sure it has priority within the organization
bull Develop terms of reference for the committee It should include a statement of thecommitteersquos mandate The terms of reference should include details of the scopeand boundaries of the work the timelines and the responsibilities of the committeeas a whole and of the facilitators (See Appendix B for sample terms of reference)
bull Ensure all committee members have a copy of the organizationrsquos anti-discriminationandor anti-harassment policy In addition consider developing some guidelines forconflict resolution (see Appendix C for a sample of conflict resolution guidelines )
bull Develop an agenda for the meetings For the first meeting the agenda should in-clude
i choosing a facilitator and co-facilitatorii reviewing the terms of referenceiii introduction to the process and each otheriv schedule of meetingsv introduction to the package of materialsvi expectations and role of the committeevii discussion about the power differences between committee members and how the committee should be mindful of this while making decisionsviii guidelines for decision making (see Appendix D for a sample of a decision making chart)
Ask the committee members to provide feedback on their experiences working on this projectafter they go through the whole policy review process This will support the organization toidentify and alleviate barriers and improve the process for the next round
13
Applying Integrated Anti-oppression To Policies
Step 4 Review the organizationrsquos policies
Once the committee is ready to begin work it should review each policy We have developed ques-tionnaires to help facilitate discussion of the three vital questions at this stage of the processnamely
bull how accessible is the policybull how are different people affected by the policybull how can the policies be changed to truly include everyone
Blank copies of these questionnaires are included in Appendix A
To help you understand how to use these tools we have included questionnaires that have beencompleted in response to the following policy provided by Springtide Resources Please note thatthis is an old version of one of our policies Springtide Resources has recently used the integratedanti-oppression framework to update all of its policies
Sample policy ndash PAID HOLIDAYS(from Education Wife Assault (EWA)ndash the name for Springtide Resources before 2006)
EWA staff will be paid for ten statutory holidaysNew Yearrsquos Day Canada day Thanksgiving Day BoxingDay Good Friday Christmas Day Labor Day Victoria DayEaster Monday Civic Holiday
A religious holiday of the employeersquos choice may be substituted forEaster Monday
Permanent part-time staff who work 21 hours a week are entitled to allstatutory holidays
Building Closure
When the EWA offices are closed between Christmas and New Yearrsquosemployees will be paid for these days
14
Appl
ying
Inte
grat
ed A
nti-o
ppre
ssio
n To
Pol
icie
s
How accessible are your policiesThe questions in this section are designed to help you think about whether the policy documents areaccessible ldquoAccessiblerdquo includes where the policy is physically located its format and how mean-ingful the policy is The best policies will be representative and make sense to a variety of users
To make policies accessible you should aim toKeep the policies in a place where anyone who wants to read them can access themwithout barriersMake sure that the policies can be and are translated into different and appropriatelanguage and cultural interpretations as well as physical formatsUse language that is clear and direct rather than full of jargonUse wording that makes the policy intentions easy to understandHave a clear statement about who the policy applies to and who is responsible forputting it into practiceBeing flexible in the policy to allow for different cultural beliefs and values unlessthere are legal reasons to limit your flexibility
Questions for discussionTo check your policies for accessibility use these questions in your discussion
1 Is the policy in a barrier-free location
2 Is the policy available in different formats Do we invite comment about the format
3 Is the policy written in language that is easy for most clients and all staff to understand Lookfor jargon that only makes sense to workers in your organization but is not recognized by others
4 Can the policy be easily translated to other languages
5 Does the policy say who it affects Does it say who is responsible for implementing it
6 Does the policy reflect various cultural beliefs and values This question can lead to a toughdiscussion about cultural beliefs and values that may undermine social equity There are nofast and easy answers but again the policies should be living documents that change and adaptto our new information and knowledge about difference
7 If there is a process in the policy are the steps flexible and adaptable to accommodate differ-ences
8 Does the policy invite people to give feedback and comments about what it says
Record your decisions on the form ldquoHow accessible is this policyrdquo This form is on page 28 (AppendixA)
15
Applying Integrated Anti-oppression To Policies
Here is how we used our questionnaire to assess our policy about Paid Holidays
How accessible is this policy
16
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aniycilopehtsInoitacoleerf-reirrab
X ehtnoyllacinortceleelbaliavaylnOrevres
seicilopehtsseccanacffatsylnO
tnereffidnielbaliavaycilopehtsIstamrof
ehttuobatnemmocetivniewoDtamrof
X
X
ffodetnirpnehw-tnirpnielbaliavaylnOrevreseht
enoynamorfkcabdeefdeticilostnevaH
egaugnalninettirwycilopehtsIdnatsrednuotysaesitaht
X yrotutatSeinograjemossesUdetlitssiegaugnaL
nepogninaemehtsevaelegaugnalemoSnoitaterpretniot
ylisaeebycilopehtnaCsegaugnalrehtootdetalsnart
X
tiohwyasycilopehtseoDstceffa
rofelbisnopsersiohwyastiseoDtignitnemelpmi
X seeyolpmednaffatsemit-trapseifitnedIrofelbisnopsersiohwyfitneditonseoD
noitatnemelpmieraffatsrehtowohyfitneditonseoD
detceffa
suoiravtcelferycilopehtseoDseulavdnasfeileblarutluc
X emitdiaptegelpoepdnadesolcsieciffOsyadilohnaitsirhCrofffo
rosnoitarbeleclarutlucsyadilohrehtOdenoitnemtoneraslautir
ycilopehtnissecorpasierehtfIdnaelbixelfspetsehtera
etadommoccaotelbatpadasecnereffid
X dewollasinoitutitsbusenO
otelpoepetivniycilopehtseoDstnemmocdnakcabdeefevig
syastitahwtuoba
X gniydemeryfitneditonseodycilopehTspets
wohyfitnedirokcabdeefticilostonseoDsmelborpehtsserddaot
Appl
ying
Inte
grat
ed A
nti-o
ppre
ssio
n To
Pol
icie
s
How do our policies affect different peopleThe questions in this section are designed to facilitate discussion about the impacts of policies ondiverse lived experiences Some questions can be answered with yes or no responses and othersrequire more information The term ldquoimpactrdquo in this context is used in a broad sense to refer to bothbenefits and restrictions
To consider how people are affected you should aim for a policy thataffects people equitablyincorporates values that are of similar importance for people with different livedexperiencessays what it does not do and outlines steps to changewas created with input from the range of people who are affected by it
Questions for discussionTo check how your policies affect different people use these questions in your discussion
1 How has the policy been implemented What procedures and practices have resulted
2 Who benefits from this policy How
3 Who does not benefit How
4 What are the barriers to equitable impacts What are the kinds of barriers (legislated finan-cial etc)
Record your decisions on the form ldquoHow does this policy affect different peoplerdquo This form is onpage 29 (Appendix A)
17
Applying Integrated Anti-oppression To Policies
Here is how we used this questionnaire to assess our policy about Paid Holidays
How does this policy affect different people
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detluser
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ycilopsihtmorfstifenebohW
woH
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nepoeraffoemittegotelggurtstsum-
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tnemucodotecalpniserudecorpevahotevaHsesoprupytilibailrofstnemegnarraevitanretla
dnasnoitseuqstnemmoctahWycilopsihttuobaevahelpoepodstnialpmoc
serudecorpdnasecitcarpehtrodetaercsahycilopsihttaht
ytinummocsresuecivresffatsehtodtahWsihttuobayassreetnulovrosrebmem
ycilop
ynaedivorpdluohsnoitazinagroehTdnalamroftuobaevahyehtnoitamrofni
ehtotycilopsihttuobastnialpmoclamrofniweiverrofeettimmoCyciloP
18
Appl
ying
Inte
grat
ed A
nti-o
ppre
ssio
n To
Pol
icie
s
What are the gaps in policy and what can we do to make changesThe questions in this section are exploratory to help begin discussions to identify gaps and generateideas for change Use a flipchart with the questions as headers This will allow everyone to contrib-ute and build on the information and ideas
Questions for discussion
1 Does the policy recognize and identify how different people will be affected
2 Is the policy flexible enough to respond to the different lived experience that people have
3 If the policy is not flexible does it say what the organization will do to change this Does theplan for change include timelines
4 Does the policy say how people can give input or feedback about how the policy affectsthem What comments questions and complaints do people have about this policy or thepractices and procedures that this policy has created
5 Does the policy include diverse cultural norms and values What are they
Record your decisions on the form ldquoPolicy gaps and what we can dordquo This form is on page 30 (Ap-pendix A)
19
Applying Integrated Anti-oppression To Policies
Here is how we used this questionnaire to assess our policy about Paid Holidays
Policy gaps and what we can do
20
seYsdeeN
krownoitnettAfoaerA
tnereffidwohyasycilopehtseoDdetceffaeblliwelpoep
X ybstcapmilaitnereffidseifitneditIdnaffatsemittrapgnigdelwonkca
-retsaEetarbelectonodohwesohtsrehtoon
othguoneelbixelfycilopehtsIdeviltnereffidehtotdnopser
evahelpoeptahtsecneirepxe
X ehtotsseccaffatsemittrapsreffOylno-ffoemityadilohnaitsirhCdiap
)sruoh12revo(ffatsemittrapniatrecdeifitnedisrehtoon-
tiseodelbixelftonsiycilopehtfIodlliwnoitazinagroehttahwyas
sihtegnahcot
edulcniegnahcrofnalpehtseoDsenilemit
X
X
oN
oN
elpoepwohyasycilopehtseoDtuobakcabdeefrotupnievignac
mehtstceffaycilopehtwoh
X deticilostonsinoitamrofnioN
esrevidedulcniycilopehtseoDseulavdnasmronlarutluc
yehteratahW
X ssalcfonoitingoceremossierehTotsrekrowemittraprof-seussi
emostifenebyadilohsuoigilerenosierehT
emos-dewollanoitutitsbusecnereffidfonoitingocer
Appl
ying
Inte
grat
ed A
nti-o
ppre
ssio
n To
Pol
icie
s
Step 5 Make recommendations
Once the committee has assessed the policies it must create a report that outlines its recommenda-tions The report should summarize how each policy could be improved To come up with recommen-dations for improving each policy the committee can review comments from the questionnaires
The main question in this step of the process is What would improve this policy so that it inte-grates anti-oppressive practice Use flipchart paper to record ideas This allows committee mem-bers to share information and build upon each otherrsquos ideas
Facilitate the discussionThere will be different perspectives and ideas about what changes will benefit people and how toaccomplish these changes Because of this there is potential for conflict Here are some hints tohelp make sure that this discussion will lead to recommendations that can help your organization
Ask the committee to choose a facilitator for the discussion Their role isto support everyone in being heardto solicit all ideas and perspectivesto make sure that opposing viewpoints or challenges are given and received in afriendly and open mannerto help the committee build consensus andto finalize recommendations
The facilitator should not offer ideas to the discussion Their role is to help make sure all of thecommitteersquos ideas are recorded The organization may choose to hire an outside facilitator for thispart of the discussion
Have the facilitator review the committeersquos Terms of Reference and Conflict Guidelines Remindeveryone that this is ongoing work
Write a reportFor each policy the committee should write a recommendations report
This report has three columns
Write the committeersquos recommendations in the left-hand column The recommendations may rangefrom fairly simple to quite complex They can be one-time actions or multi-staged changes
The committee should leave the two columns on the right empty ndash these will be filled out by deci-sion-makers in the organization They will review the recommendations and decide what to do withthem
noitadnemmoceR elbisnopsersiohW enilemiT
21
Applying Integrated Anti-oppression To Policies
Assessing the recommendationsAs soon as possible the decision-makers in the organization should review the recommendationsand fill out the right-hand columns of the recommendations report The management or Board ofDirectors must decide Who is responsible They must also set a Timeline
The organization is not required to act immediately on all of the committeersquos recommendationsSome recommendations may not be possible or viable in the immediate future and may need longerterm planning
To decide how to implement the recommendations the decision-makers should considerbull how urgent the issue isbull the workloads of the staff involved in changing the policybull the fiscal timingbull what research the organizations needs andbull how much time the organization needs to prepare
For example a policy change that does not involve employment standards or financial supports couldbe implemented fairly quickly A policy change that involves rewriting translating and adaptingpolicies will takes time so it may not be implemented until well after the organization has finishedtaking care of its year-end reporting responsibilities
Once the Board or management has done this work they should give copies of their completedreport to every member of the committee and to all staff volunteers and community members whoare affected by the policy This helps keep the policy process open and helps people feel that thepolicy process is collaborative among everyone in the organization
Use the ldquoReport of recommendationsrdquo chart on page 31 (Appendix A) to record your decisions
22
Appl
ying
Inte
grat
ed A
nti-o
ppre
ssio
n To
Pol
icie
s
Here is a sample report of recommendations
Report of recommendations
23
noitadnemmoceR elbisnopsersiohW enilemiT
diapwollaottnemetatsycilopegnahCsuoigileraevahtahtsyadilohyrotutats
yllacificepsnoitcennoclarutlucroyadirFdooGyaDgnixoByaDsamtsirhC
otyaDsraeYweNdnayadnoMretsaErosuoigilerhtiwdegnahcxeeb
toneratahtsetadtnatropmiyllarutlucsdradnatstnemyolpmeehtnideifitnedi
tca
ehtfoeettimmoCyciloPsrotceriDfodraoBrotceriDevitucexE
shtnom6nihtiW
neewtebeciffoehtesolctonoDdaetsnIsraeYweNdnasamtsirhC
tahtsyadretaolfsaesohtreffoyehtrevenehwekatnacseeyolpme
esoohc
ehtfoeettimmoCyciloPsrotceriDfodraoBrotceriDevitucexE
shtnom6nihtiWtxenehterofeb(
)erusolc
nitnemyolpmefoslevelehtllayfitnedItcartnocsahcusnoitazinagroeht
sruoh12nahtsselemit-trapsrekrowrofseifilauqhcaerehtehwyfitnedIcte
ffoemitdiap
ehtfoeettimmoCyciloPsrotceriDfodraoB
shtnom3nihtiW
hcussmretniatrecfosnoitinifedddAycilopehtotsyadilohyrotutatssa
oiratnOehtotecnereferekaMtahtnoitalugeRsdradnatStnemyolpmE
ycilopsihtstceffa
ehtfoeettimmoCyciloPsrotceriDfodraoB
shtnom3nihtiW
ycilopehtfoypocdrahatuotnirPseiciloprehtohtiwrednibanitituP
siohwenoyreveerehwrednibehtecalPdnatisseccanacycilopehtybdetceffa
tidaer
rotceriDevitucexEsreganaMmargorP
shtnom3nihtiW
emitynanisyadfoegnahcxeedulcnIswonkenoyrevetahtoserudecorpffo
odottahw
rotceriDevitucexEsreganaMmargorP
shtnom6nihtiW
Appendices
Part 3 Appendices
Appendix A Forms
Appendix B Sample Terms of Reference
Appendix C Sample Conflict Resolution Guidelines
Appendix D Sample Decision Making Chart
Appendix E Framework for policy development and review
Appendix F Glossary of Anti-Oppression Terms
Appendix G Focus Group Findings
Appendix H References
24
Appe
ndic
es
Appendix A Forms
bull Plan for policy reviewbull Work planbull How accessible is this policybull How does this policy affect different peoplebull Policy gaps and what we can dobull Report of recommendations
25
Appendices
Plan for policy review
26
etaD aerA weiverotseicilopfotsiL
1raeY
2raeY
3raeY
Appe
ndic
es
Work plan
otsdeentahWneppah
siohWelbisnopser
sksaT eniLemiT
27
Appendices
How accessible is this policy
seYsdeeN
krownoitnettAfosaerA
aniycilopehtsInoitacoleerf-reirrab
nielbaliavaycilopehtsIstamroftnereffid
tuobatnemmocetivniewoDtamrofeht
ninettirwycilopehtsIrofysaesitahtegaugnal
dnatsrednuotstneilctsom
ylisaeebycilopehtnaCrehtootdetalsnart
segaugnal
tiohwyasycilopehtseoDstceffa
siohwyastiseoDrofelbisnopser
tignitnemelpmi
suoiravtcelferycilopehtseoDseulavdnasfeileblarutluc
ehtnissecorpasierehtfIspetsehteraycilop
otelbatpadadnaelbixelfsecnereffidetadommocca
etivniycilopehtseoDkcabdeefevigotelpoep
tahwtuobastnemmocdnasyasti
28
Appe
ndic
es
How does this policy affect different people
snoitseuQ noitnettAfosaerA
neebycilopehtsahwoHdetnemelpmi
evahsecitcarpdnaserudecorptahWdetluser
ycilopsihtmorfstifenebohW
woH
tifenebtonseodohW
woH
otsreirrabehtyfitnediuoynaCeraepyttahWstcapmielbatiuqe
)ctelaicnanifdetalsigel(yeht
dnasnoitseuqstnemmoctahWsihttuobaevahelpoepodstnialpmocserudecorpdnasecitcarpehtroycilop
detaercsahycilopsihttaht
ecivresffatsehtodtahWrosrebmemytinummocsresu
ycilopsihttuobayassreetnulov
29
Appendices
Policy gaps and what we can do
seYsdeeN
krownoitnettAfosaerA
wohyasycilopehtseoDeblliwelpoeptnereffid
detceffa
lliwelpoeptahttimdatiseoDsyawtnereffidnidetceffaeb
hguoneelbixelfycilopehtsItnereffidehtotdnopserot
elpoeptahtsecneirepxedevilevah
elbixelftonsiycilopehtfIehttahwyastiseod
otodlliwnoitazinagrosihtegnahc
egnahcrofnalpehtseoDsenilemitedulcni
wohyasycilopehtseoDrotupnievignacelpoepehtwohtuobakcabdeef
mehtstceffaycilop
edulcniycilopehtseoDdnasmronlarutlucesrevid
seulav
yehteratahW
30
Appe
ndic
es
Report of recommendations
noitadnemmoceR siohWelbisnopser
enilemiT
31
Appendices
Appendix B Sample Terms of Reference ndash Policy Review Committee
PreambleINSERT YOUR ORGANIZATION NAME is committed to applying an integrated anti-oppression frame-work to all undertakings of the organization To that end the organization will ensure that all poli-cies will be regularly reviewed and updated to reflect an integrated anti-oppression perspective
MandateThe mandate of the Policy Review Committee is to review the policies listed below with the objectiveof providing the organization with feedback and recommendations as to how the policies can betterreflect an integrated anti-oppression analysis The committee may also recommend the deletion oraddition of policies in this process
Type of Committee
The Policy Review Committee is a short term project based committee composed of communitymembers from the service area of YOUR ORGANIZATION NAME and frontline staff managementvolunteers Board and people who have accessed our service
Composition
Members should self-identify in one or more of the following waysbull racialized or aboriginalbull people who have little or no decision making power in the organization including service usersbull members of a marginalized groupbull representative of the demographic of organizationrsquos community
Timeline
The committee will complete the said work in a period of not longer than INSERT DATE HERE (3months from the start date of the review)
Deliverables Recommendations Report
Scope
Committee members shall have access to the policies of the organization mission statement by-laws salary grids collective agreements board meeting minutes complaints received strategicplan and all other relevant documents with the exception of the followingbull personnel filesbull in-camera Board meeting minutesbull client filesbull private legal material
32
Appe
ndic
es
Appendix C Sample Conflict Resolution Guidelines ndash Policy ReviewCommittee
PrinciplesIt is in places of conflict that the potential for change exists Conflicting ideas beliefs and valueswill ensure a rich dialogue and essential learning opportunities for everyone Committee membersare charged with reminding themselves that the committee exists in the service of the organizationwith the ultimate goal of better serving the community Each person on the committee has theresponsibility to deal directly with each other and commit to engaging with each other as allies inthis work
The organization will endeavor to assemble the relevant material that will be useful in meeting theobjectives of the committee prior to the beginning of the project and will ensure that any relevantmaterials will be delivered to the committee as quickly as possible
The decisions and recommendations of the committee do not bind the organization into action TheBoard of Directors andor Executive Director of the organization will review the recommendations ofthe committee and ultimately decide what can be instituted
Budget and Additional Resources
The Policy Review Committee has a budget of $$$$$ The budget will cover the committee costs- member expenses childcare travel long distance calls honorarium- meeting expenses accessible meeting room refreshments conference calls- accessibility expenses ASL interpretation note taking attendant care- supplies photocopying office supplies
Staff resource- maintain minutes and discussion notes for the committee- retrieve documents that the committee requires- assist in organizing meetings and refreshments for meetings
Meetings
Meetings will be held at an accessible meeting space ndash onsite at the organization if possible
The committee is responsible to elect co-chairpersons during the first committee meetingThe responsibilities of the co-chairs in consultation with the whole committee are tobull organize meetingsbull develop the agendabull organize committee communicationbull keep committee members on taskbull organize the completion of the final reportbull maintain communication with the organization including updates requests concerns etc
33
Appendices
34
Remember that resolving conflict does not necessarily mean that a person will change their view-point or opinion A resolution of conflict implies that each party has had the opportunity to sharetheir perspective be heard have opportunity for discussion and then have closure
How we deal with our colleagues when we have a different opinion or viewpoint can either open usup to new learning or shut us down The following are some key points to keep in mind
i Recognize that conflict is a healthy part of communication if all parties understand theirresponsibilities in the process
ii Parties should approach the process with the idea of creating a learning environmentiii Parties should be prepared to listen to each other ndash that is really listen without interrupt-
ing or preparing your argument in your headiv If you are challenging a statement made by another person ndash it is important to state
concisely where you believe the problem lies and if it furthers the learning moment tostate the impact on yourself
v Do not belabor the point or make comments about the otherrsquos motivation for the state-ment (ie They are ignorant bigoted etc)
vi The person who has been challenged should take away the information to think aboutwhere their learning lies ndash the statement back to the challenger should include how youwill approach the information that was shared with you from the other person
vii If you do not agree with the challengerrsquos view ndash further dialogue may be necessaryviii State your own view and where you believe the problem liesix Each person is responsible to think critically about the otherrsquos view with a goal of finding
common ground andor compromise andor the decision to agree to disagree ndash which isallowing space for differing points of view
x It is important that both parties do not disengage from the process by complaining orexpressing dissatisfaction about the other person to other people ndash that kind of behaviorlowers the integrity of the process and the party who engages in it
xi Try to understand each otherrsquos perspective without judging the person or making assump-tions about each other
Co-chairs responsibilitiesbull reminding members of the guidelines of conflict resolutionbull arranging time in the agenda to address conflict in the groupbull mediating conversations between the parties in conflictbull negotiating resolutionbull If the conflict is in regards to making a decision The co-chairs should refer to the decision
making guidelines
The guidelines presented above should not be used in situation of discrimination and abuse Inthose situations the committee should follow the procedures in the organizations anti-discriminationor anti-harassment policies
Appe
ndic
es
35
snoitpO snosaeRstifeneBrof
snosaeRsmelborPtsniagA
puorGnoisiceD
rofsnosaeRnoisiceD
Appendix D Sample Decision Making Chart ndash Policy Review Committee
Appendices
36
App
endi
x E
Fra
mew
ork
for p
olic
y re
view
and
dev
elop
men
t
We
deve
lope
d th
is fr
amew
ork
duri
ng th
e fir
st p
hase
of t
his
proj
ect
Its
purp
ose
is to
hel
p or
gani
zatio
ns u
se a
n in
tegr
ated
ant
i-opp
ress
ion
fram
ewor
k ap
proa
ch w
hen
revi
ewin
g an
d de
velo
ping
pol
icie
s
NOITSE
UQ
EG
NELLAH
CES
NOPSE
R
esoprupeht
sitah
Wrodna
ycilopsiht
foerudecorp
erusneotyrassecen
siycilop
aneh
wwonk
ottluciffid
ebn ac
tIruoy
tahterusne
otdna
seicilopyna
moot
gnitaercton
erauoy
ehtgniyfitnedI
stnemetats
gnitcilfnocgnika
mton
e raseicilop
edivorpsalle
wsa
sllaftipeseht
diovapleh
nacesoprup
otyrassecen
eblliw
serudecorptah
wdna
wohot
sanoi tcerid
esoprupeht
teem
bull bull bull bull
ycilopeht
rofelanoitar
ehtedivorP
tnetniytiuqe
ehtyfitnedi
ylraelCseitilibisnopser
evitalsigelyfitnedI
)s(ycilopetairporppa
ehtot
serudecorpkniL
tifycilop
ehtseo
Dycnega
ehtnihti
wnoissi
metad nam
rodnatne
metatsseulav
fotne
metatssfeileb
dna
woH
dnaetadna
mrieht
eniltuotaht
stnemetats
evahseicnega
ynaM
roFetadna
meht
teemlli
wyeht
wohtuoba
sfeilebrieht
elpmaxe
nasi
nemo
wllatsniaga
ecneloivlladne
otelpmaxe
er usneneht
tsum
wolloftaht
seiciloPtne
metatsnoissi
ma
fotsniaga
ecneloivgnitauteprep
tonsi
noitazinagroeht
tahtnoisserppo
ronoisulcxe
fomrof
ehtni
nemo
w
bull bull bull bull bull
fotne
metatsstnemucod
tnavelerllaweiveR
ctetnemetats
noissimetadna
msfeilebeht
stroppusycilop
ehtfi
enimrete
Detadna
mnoissim
seitiugibma
ehtyfitnedI
seulaveht
htiw
st sartnocycilop
ehtfi
enimrete
Dnoitazinagro
ehtfo
ycilopeht
oteka
mnac
uoysegnahc
ehtyfitnedI
tievorp
miot
tifyc ilop
ehtseo
Deht
htiw
snoitazinagronoitisoplacitilop
wo
H
tahtnoitisop
nasitrapa
naem
tonseod
noitisoplacitilopA
ynamrehtaR
ytraplacitilopralucitrap
astroppus
seussiralucitrap
nosnoitisopdepoleved
evahsnoitazinagro
noitazinagrotsini
mefa
ebya
mnoitazinagro
ruoyelp
maxeroF
dluow
serudecorpdna
seicilopruoy
noitazinagrotsini
mefa
sAytiuqe
yapeikro
wemarf
ytilauqesna
mow
awollof
ctestifenebrevigeracyli
mafdednapxe
bull bull
snoitisoplanoitazinagroeht
ssucsiddna
yfitnedItub
nettirwnu
erataht
seussilaicosgnidrager
esohtfo
emoS
noitazinagroruoy
nihtiw
tsixeyap
msireetnulovsvrobal
diapedulcniya
mcteseussi
htlaehlatnemytiuqe
-tne
metatsfeileb
aot
snoitisopetairporppa
ddAtsixe
tonseod
enofi
enoetaerc
ro
Appe
ndic
es
37
NOITSE
UQ
EG
NELLAH
CES
NOPSE
R
teem
ycilopeht
seoD
sdradnatsmu
minim
noitalsigelrobal
fosthgir
namuh
ycavirpnoitalsigelrednufnoit alsigel
dnastne
meergalautcartnoc
rehtostne
meerga
mehtdeecxe
tiseo
D
lautcartnocdna
evitalsigeltee
mylraelc
dluohsseiciloP
nettirw
si)noitalsigel
ytiuqeneve(
noitalsigeLseitilibisnopser
ehtno
desabsi
tahtkro
wemarf
erutluctnani
moda
morfeht
tcetorpot
keesyehT
spuorgsuonego
mohfo
noitpmussa
elpoepfo
sthgireht
ecnavdatonelpoep
dezilanigram
fosthgir
dnoyebog
dluohsseicilopkro
wemarflanoitcesretni
naylppa
oTsdradnatsla
minim
bull bull bull bull
snoitazinagroeht
dnatsrednudna
weiveR
waleht
rednuseitilibisnopser
seitilibisnopserdnatsrednu
dnastcartnoc
weiveRstcartnoc
fos
mreteht
rednullaf
snoitatcepxemu
minim
ehtereh
wyfitnedI
sseccaot
tnemevorp
midna
tnemecnavda
fot rohs
ytiuqedna
lauqetroppus
nacnoitazinagro
ruoysya
wyfitnedI
ytinutroppo
sihtseod
woH
erudecorpycilopeht
tc apmi
snoitazinagrotegdub
fI
mehttne
melpmi
ottcap
miyrategdub
evahod
seicilopyna
Mot
elbissopmi
emoceblli
wycilop
ehtdezingocer
tonsi
sihttub
ycilopdab
asi
tiesuaceb
ton-
dedracsideb
dnawollof
rofdetnuocca
tonere
wnoitatne
melpmi
fostsoc
ehtesuaceb
bull bull bull bull
htiw
detaicossastsoc
ehtllayfitnedI
ycilopeht
fonoitatne
melpmi
ralugerfo
trapera
stsoceht
erehw
yfitnedIedulcni
dluow
reganam
foyralaSei
-ssenisub
noisivrepusffats
stsoclanoitiddayfitne dI
ylgnidroccategduB
otelbisnopser
sioh
Wsi
ycilopsiht
erusnedna
dootsrednudecrofne
elbisnopsersi
ohw
etatsylraelc
tsum
serudecorpdna
seiciloPhcaEssenevitceffe
gnitaulavedna
gnirotinomtuo
gniyrracrof
detatsylraelc
e bdluohs
elorsnosrep
bull bull
diapnudna
diapfo
selorsuoirav
ehtyfitnedI
noitazinagroeht
fosreb
mem
ehttuo
yrraclliw
ohw
srebme
meht
yfitnedIsreb
mem
ehtetaulave
dnaesivrepusserudecorp
ycilopeht
etaulavedna
weiveretaerc
Appendices
38
NOIT
SE
UQ
EG
NELL
AH
CE
SN
OP
SE
R
eht
sita
hW
rof
msina
hcem
lacitirctnial
pm
ockca
bdeef
tegtaht
stnemucod
gnivileb
dluohsserudecorp
dnaseiciloP
ottnatrop
misi
tieroferehT
sevorpmi
gninraelruo
saretteb
rokcabdeef
edivorpnac
detceffaesoht
wohetats
yl raelcro
elbaeganamnu
evitceffenievorp
yehtneh
wfinialp
mocevisserppo
bull bull bull
seifitnediylraelc
tahtycilop
stnialpmoc
aetaer
Csreb
mem
diapnudna
diaprof
ssecorpeht
srebme
mytinu
mmoc
dnastneilcsresu
ecivrestI
elbisseccas i
ssecorpstnialp
moceht
erusnEyllacisyhp
nacsklof
erehw
decalpeb
dluohselbissecca
tnereffidni
dereffodna
tissecca
nialpraelc
ninettir
web
osladluohs
tIsta
mrofelpoep
ybdessecca
ebnac
titaht
osegaugnal
slevelycaretil
suoir avhti
wycilop
ehtrof
kcabdeefrof
ssecorpeht
yfitnedI
weiver
eb
ycilo
pe
htlli
ww
oH
otdetaci
nu
mm
oce
blli
wo
hw
eso
ht ti
yb
detceffa
ehtyb
detceffeesoht
llaot
tnediveeb
dluohscorpseiciloP
tnatropmi
sinoitacinu
mmoc
fonalp
agnitaer
Cse
moctuobull bull bull bull bull bull
elbisnopsereb
lliw
ohw
elpoepeht
folla
yfitnedIeb
lliw
ohw
esohtdna
noitatnemelp
mirof
noitatnem elp
mieht
ybdetcap
misdnik
tnereffideht
sseccafo
stniopeht
yfitnedIyrassecen
sseccafo
sepytdna
noitatnemelp
mirof
elbisnopseresoht
llaerusnE
seitilibisnopserrieht
tuobaraelc
eraot
ycilopetacinu
mmoc
otnalp
ehtyfitnedI
s rebme
mytinu
mmoc
dnastneilcsresu
ecivresrehto
dnaegaugnal
ycaretilsserdd
Aseussi
ytilibisseccaseussi
eseh tsserdda
otnalp
aetaer
C
Appe
ndic
es
39
NOITSE
UQ
EG
NELLAH
CES
NOPSE
R
weivereht
sitah
Weludehcs
ehtodlli
woh
W
weiver
deweiver
ebdluohs
stnemucod
gnivilsa
serudecorpdna
seiciloPdluohs
ssecorpehT
tnemevorp
mirof
yltnetsisnocdna
ylralugernI
kcabdeefrof
ytinutroppoedivorp
otsa
oseludehcs
aedulcni
dnaseicilop
ehtyb
detceffaesohtlla
morftupni
tegot
redrotahtnesohc
rodetov
ebdluohs
sreweiver
fomaet
aserudecorp
sevitcepsrepfo
esabdaorb
atneserper
bull bull bull
roylraey-
seicilopfo
weiverrof
enile
mita
teSylraey-ib
ebdluohs
tahtspuorg
redlohekatseht
yfitnedIytisrevid
otnoitnetta
htiw
weivereht
nidevlovni
dnassenevitceffe
ehtssessa
otsloot
edivorPycilop
hcaefo
ytiuqe
ycilopsiht
seoD
egnellahclahcrairtap
laicosevisserppo
wo
Hs
mron
gnignellahcflesti
nisi
krowe
marfdetargetni
nagniylppA
neebevah
sufo
ynam
sareve
woHs
mronerutluc
tnanimod
morftrats
dluohse
wsdradnats
naciremA
htroN
ybdenoitidnoc
nide
marfeblli
wserudecorp
dnaseicilop
ruotaht
esimerp
ehtksa
otevah
ew
eroferehTsfeileb
dnaseulav
erutluctnani
modgnidlohpu
tonera
ew
erusnetaht
snoitseuqfo
seiresa
sevle sruonoisserppo
fos
metsysdehcnertne
bull bull bull bull bull bull bull
noisserppodna
yhcrairtapfo
seussieht
yfitnedIycilop
hcaeni
tnerehninihti
wseussi
esehtegnellahc
otwoh
ezigetartSnoitazinagro
ruoygnika
mnoisiced
ehtni
ycnerapsnarteht
weiveRsessecorp
seodtah
Weisevlesruoyrof
snoitseuqetaerC
noitazinagroruo
niekil
koolre
wopycilop
ehtmorf
stifeneboh
wyfitnedI
revore
wopa
dlohpuseicilop
hcihw
enimrete
Dkro
wemarf
emit-lluf
derihsteg
ohWei
-snoitseuq
ksAsi
erehW
denimreted
sihtsi
woH
emit-trap
senimreted
ohW
tegdubeht
nitneps
yenom
seitiroirp
Appendices
40
NOITSE
UQ
EG
NELLAH
CES
NOPSE
R
ehteblli
wtah
Wno
tcapmilaitnereffid
spuorgdezilanigra
m
dnatsrednuot
tnatropmi
sitI
emas
ehtnae
mton
seodlauqEyfitnedi
otspuorg
tnereffidno
seicilopfo
stcapmi
suoiraveht
foytilibissecca
troppusot
wohdna
eilsreirrab
ehtereh
wspuorg
suoiravrof
secivresdna
tnemyolp
me
bull bull bull bull
fos
mitcivera
ohw
elpoepfo
spuorgyfitnedI
noisserppoci
metsysspuorg
suoiravno
stcapmi
ehtyfitnedI
dnaytiuqe
ecnavdataht
stcapmi
hsiugnitsiD
tonod
tahtesoht
sseccaot
sreirrabegnahc
otsya
wezigetartS
ycilopehtlli
wwo
Hnoisserppo
egnellahcnoisserppo
cimetsys
rofseicilop
weiveR bullmsicar
bullaibohpo
mohmsixesoreteh
bullmsielba
bullmsiega
bullmsixes
bullmsirtneconhte
bullmsissalc
bullmsiti
mes-itnabull
msibarA-itnabull
noitanimircsid
suoigilerbull
msilainoloc
bull bull bull
tsrifnretse
wa
sahycilop
ehtfi
enimrete
D
weivdlro
wtuoba
noitpmussa
narof
ycilopeht
ssessAnoitautis
cimonoce-oicos
dnaegaugnalytilibafo
secnereferrof
egaugnaleht
weiveRsnoitp
mussasuoigilernoitazinoloc
Appe
ndic
es
Appendix F Glossary of Anti-Oppression Terms
Ableism Prejudice and discrimination against people living with mental emotional and physicaldisabilities or differences People living with disabilities experience this discrimination segrega-tion and isolation because of peoplersquos prejudices and institutional barriers not because of thedisability or difference itself Deaf Deafened and Hard of hearing people historically have experi-enced systemic ableist oppression as well
Anti-Semitism Discrimination or violence against Jews Judaism and the cultural intellectualand religious heritage of Jewish people The word Semite literally refers to ldquoany of the peoplessupposed to be descended from Shem son of Noah especially the Jews Arabs Assyrians andPhoeniciansrdquo However Anti-Semitism is mostly used to refer to prejudice discrimination andviolence directed at Jews
Class Economic and social groups People in the higher classes make decisions about theeconomy while other people work for wages or are kept out of the economy The things that markdifferences between classes include peoplersquos ability to meet their basic needs their level ofincome wealth and formal education and their connections with people and institutions thathave influence and power In the current economic structure rich people got their wealth bytaking advantage of people at the bottom and middle of the class structure
Classism Any practices and beliefs that judge and value people according to their social class orthe social class that other people assume they belong to Most workplaces use classist languagethat reflects and reinforces the social hierarchy For example they undervalue the work of sup-port staff and decisions do not include the knowledge and opinions of these workers
Colonialism When a foreign power dominates and exploits an indigenous group by taking theirland and resources and using them as cheap labor in order to make money It also means spe-cific era between the 1700s and 1900s when European countries expanded into the Americasand countries of the global South In Europe people justified these practices using racial doc-trines These ideas about hierarchies of race are still widespread Uncovering and challengingthe ideas and ongoing practices of colonialism are important parts of racial equity work
Culture The collective experience beliefs values knowledge economy and ways of life of agroup of people who share past or current experiences Culture changes constantly it is notstatic Every culture is shaped by the land and spaces people inhabit together Individual andgroup culture can also be shaped by language religion racialization gender experiences ofmigration and immigration social class political affiliation family influences age sexual orien-tation geographic origin ethnicity experiences of discrimination or lack of discrimination andexperiences fighting oppression
Disenfranchised Not having full rights as a citizen or not being able to fully participate as amember of the community
41
Appendices
Dominant Culture The beliefs values and judgments of groups with social power The dominantculture is created and maintained by people in the dominant social group People who do notbelong to the dominant group often believe that these values beliefs and judgments are trueinstead of seeing how they reflect the interests of people in power
Dominant group People whose social identity gives them power and privilege In most parts ofCanada dominant identities are White male English-speaking heterosexual able-bodied Chris-tian affluent and middle class thirty to sixty-five years of age university educated from centralCanada Many people have one or more dominant identities
Equity Peoplersquos rights as individuals or members of a group to an equitable share of theresources and influence in society Equity work analyses and challenges unfair systems andpractices and works towards creating outcomes and access that benefit people equally
Exploitation Taking unfair advantage of a person or a group for onersquos own gain or advantageExploitation can be systematic or individual
First Nations A term that reflects the process some Aboriginal peoples in Canada have used toname themselves The word ldquofirstrdquo recognizes the fact that Aboriginal peoples are the originalinhabitants of what is now called Canada The word ldquonationrdquo stresses the fact that Aboriginalpeoples are political collectives who had their own forms of government before Europeans beganto settle here Many First Nations peoples are fighting to re-establish that sovereigntybull The term also refers to a group of Aboriginal people who were previously called a ldquoBandrdquo by
the Department of Indian Affairsbull ldquoFirst Nationrdquo can also mean a group or several groups of Aboriginal people who have the
same ethno-cultural background
Gender identity Features that are tied to how an individual thinks of themselves as a man or awoman A personrsquos gender identity may not be the same as their biological sex
Gender roles The culturally specific behaviors and appearances constructed by a culture todefine what is expected of women and men The expectations of femininity and masculinity areimposed on individuals according to their biological sex
Harassment Persistent ongoing behavior conveying negative attitudes towards an individual orgroup to make them feel intimidated and humiliated Harassment is an exercise of power Itincludes any action that a person knows or should know is not welcome Harassment includesname-calling jokes slurs graffiti insults threats rudeness and crude gestures verbal or physi-cal abuse Human Rights Codes in most provinces prohibit harassment based on race religionsex ethnicity and the other prohibited grounds for discrimination
Heterosexism All practices that convey the message that heterosexuals are better than otherpeople including the assumption that everyone is or must be heterosexual It operates like otherforms of prejudice and discrimination giving privilege and rights to members of the dominantgroupndashheterosexualsndashand not to gay or lesbian people
42
Appe
ndic
es
Hierarchy A system that gives individuals or groups different positions and power People andgroups with a higher rank have more power resources and value than individuals or groups witha lower rank For example in a patriarchy men are given more value than women
Immigrants People who have arrived and settled in Canada in their lifetime Sometimes peopleuse the word incorrectly to refer to Canadian-born racialized people because they assume thatall racialized people were born elsewhere
Inclusive Making sure that all members of the community are represented or involved in allaspects of the community
Integrated Combining information and values from a variety of people and sources in order toget a fuller result that is more inclusive
Islamaphobia The systemic ways and individual practices of racism that target Arab people andhave particular impact on them Some examples include negative stereotyping of Muslim peopledepicting Islam as essentially violent and fundamentalist assuming that all Arabs are Muslimand all Muslims are Arabs
Landed immigrant Persons with legal status who are permanent residents of Canada ratherthan visitors refugee claimants temporary workers or citizens
Marginalization A process that keeps groups or individual from having access to all or part ofthe resources and activities of the community
Oppression When one social group takes advantage of another social group either knowinglyor unconsciously Oppression gives the dominant group privilege and marginalizes anddisenfranchises the subordinated group The dominant social group can use force or social insti-tutions and resources to achieve oppression After a time individual members of the dominantgroup do not need to do anything and unequal treatment becomes so much a part of the socialinstitutions and structures that it seems normal
People of colour Any person who is not White or Aboriginal This term was first adopted in theUnited States by racialized people who were trying to name themselves with a positive identityrather than as ldquonon-whitesrdquo ldquocolouredrdquo ldquoethnicsrdquo or ldquovisible minoritiesrdquo
Privilege Unearned power that gives members of the dominant group economic social andpolitical advantages Privilege also means rights that everyone should have but that are deniedto some people
Racism Any aspect of Canadian society that openly or subtly makes White people and Whitenessnormal and valuable while making racialized communities invisible or devaluing stereotypingand labeling people of colour as ldquoothersrdquo who are different or inferior
43
Appendices
Individual racism The beliefs attitudes and actions of individuals that support or maintainracism Individual racism can be conscious or unconscious It can be active or passive
Institutional racism The network of structures policies and practices in systems and institutionsthat give White people advantages and that discriminate oppress and disadvantage racializedpeople
RacializationRacialized Racial identities are not fixed categories They are shaped by historynationality gender class and identity politics Racial designations often differ from country tocountry The term racialization or racialized makes explicit the ways in which we are socialized todifferentiate groups of people on the basis of superficial physical characteristics where White isthe norm It emphasizes the active process of categorizing people while at the same time reject-ing ldquoracerdquo as a scientific category
Refugee Persons who have to flee their country because they have a ldquowell-foundedrdquo fear ofpersecution based on race religion nationality political opinion or membership in a particularsocial group
Religious discrimination Any institutional or individual practices that exclude and discriminateagainst a person because of their religion In Canada many workplaces do not provide equitablyfor all religions Recently the Supreme Court has ruled that employers must accommodate em-ployees whose religious observances are not recognized in the Christian-based statutory holidayssuch as Easter and Christmas Religious discrimination is often linked to other forms of discrimi-nation For example Irish Catholics were often marked by their class ethnic origins and lan-guage as well as their Catholicism Racialized Muslims often experience racism mixed withreligious discrimination
Sexism Systemic and individual practices that give men privilege make women subordinate andthat shame values identified with women
Social Location or Social Identity A personrsquos membership in a socially constructed groupThese groups are often identified according to superficial characteristics such as skin colourcountry of origin religious beliefs body form etc
Structural This approach to equity work believes that the thoughts and behaviors of the indi-vidual are created and guided by various social structures such as capitalism andor neo-liberal-ism and are therefore limited The focus for change is raising awareness of the limits and chal-lenging the structures
Systemic racism The conscious or unconscious policies procedures and practices that excludemarginalize and exploit racialized people Systemic racism is supported by institutional powerand by powerful ideas often unexamined ones which make racism look normal and justified Forexample institutions that do not have effective complaints procedures or performance appraisaland promotion processes that use equity competencies make it possible for individuals to beracist
44
Appe
ndic
es
45
Transgender person A person who is not comfortable with or who rejects some or all of thegender identity given to their biological sex This is an umbrella terms used to describe trans-sexuals transvestites or cross-dressers and intersex people
Transsexual Someone who has a very strong feeling that they are living in the wrong sex A maletranssexual needs to live as a woman and a female transsexual needs to live as a man Somebut not all transsexuals have surgery to reassign their sex Some have procedures to partiallyreassign their sex and some use hormone therapy A transsexual can be heterosexual homo-sexual or bisexualWhite Refers to people belonging to the dominant racial group enjoy skin privilege in NorthAmerica Australia New Zealand and anywhere European colonialism has created racial inequityThe term ldquoWhiterdquo is capitalized for different reasons than other racial designations ndash Aboriginaland Black The latter identities are claimed with pride in opposition to the names imposed bydominant White society One of the ways that racism operates is to leave the racial identity ofWhite people unidentified ldquoWhiterdquo is capitalized to interrupt the privilege of having Whitenessgo unnamed
White Supremacy A system based on assumption of the ldquorightness of Whitenessrdquo in whichpolitical economic and social systems result in White people having more privilege and powerthan racialized people
many of the terms in the glossary were adapted with permission from Dancing on Live Embers ChallengingRacism in Organization by Tina Lopes and Barb Thomas Toronto Between the Lines 2006
Appendices
Appendix G Focus Group Findings
The following points are the relevant themes that emerged from the focus groups The groups wereasked to answer the following questions
1 How well has your organization and the various sectors practiced an integrated approach to anti- oppression
bull overall feeling that most are doing pretty good workbull some feel frustrated that the policies etc are not fully put into practice by all staff at an
agencybull feeling that the work is silorsquod and separated ndash working on one oppression at a timebull that the work is framed from a white middle class perspectivebull the work is not happening fast or often enough ndash ie deaf woman services gaps and barriers
2 What are the effective practices in the various areas ie policies programming outreach training org development
bull be committed inventive constantly evolve vigilantbull open to change pushing for changebull inclusion at all levels of an organization working together on committees and groupsbull engage diversity responsive to different needs
3 Where are the challengesbull funding shortages piecemeal and targeted on specific groups onlybull lack of accountability lack of clear policies and proceduresbull lack of inclusivity and diversitybull lack of time to be together communicate etcworkloads of service providersbull silorsquod workbull systemic exclusion internal and societal institutions
4 Visions and suggestions for changebull core guidelines with key values ndash written down and put into practicebull accountability in staff and managementbull commitment from all levelsbull everyone open to challengebull look at themes not populationsbull community drivenbull training and toolsbull fully funded and supported by structures
5 Who would take up the facilitation of changebull not one personbull coalitionsbull community groupsbull all levels of organization including service users
46
Appe
ndic
es
Recommendation(s)
a Conduct a review of existing policies procedures and practices that organizations feel repre-sent their best efforts of an integrative anti-oppressive framework
b Working groups should be created to develop the most effective integrative policies andprograms The groups should include diverse members from different social locations com-munities and be representative of all levels of the organization including service users
c Organizations must support this work by allocating time personnel and resourcesd Organizations must demonstrate commitment to the work by reviewing all policies proce-
dures and programs through the lense of an integrative anti-oppressive frameworke A tool kit should include templates of policies and procedures to simplify the writing of work
done by the committeesworking groupf This work is not static and must be revisited regularly in order to incorporate new informa-
tiong Organizations should offer regular training and workshops on how to put an integrative anti-
oppression framework into practiceh Organizations must hold staff and volunteers accountable to adhering to agency practice by
offering training and supervision including key values in mandate and mission statementsand integrative anti-oppressive practices in personnel and volunteer policies
Focus group participants
The following organizations participated in focus groups in 2005-06 for the Integrative Anti-Oppression Project
Woman Abuse CouncilFCJ Refugee Centre519 Community CentreNelliersquosSpringtidersquos Women with Disabilities ProgramToronto Rape Crisis CentreMulticultural Women Against RapeCentral Neighbourhood HouseAccess Alliance Multicultural Community Health CentreA Commitment to Training and Employment for Women (ACTEW)Arab Community Centre of TorontoAssaulted Womenrsquos HelplineBarbara Schlifer Counselling ClinicBlack Creek Community Health CentreCentral Family IntakeErnestine Womenrsquos ShelterFamily Services AssociationFlemingdon Neighborhood ServicesKorean Canadian Womenrsquos Association
47
Appendices
Macaulay Child Development CentreSt Christopherrsquos HouseSt Joseph Womenrsquos Health CentreSt Michael HospitalStonegate Community Health CentreUrban Alliance on Race RelationsWomenrsquos Counselling Referral and Education CentreYorktown ShelterYWCA
48
Appendix H References
Dancing on Live Embers Challenging Racism in Organizations Tina Lopes and Barb Thomas Be-tween the Lines Toronto 2006
Campbell C (2003) Anti-oppressive social work Promoting equity and Social Justice Editor DrCarolyn Campbell Halifax Nova Scotia Dalhousie UniversityRetrieved Jan 22 2008httpaoswsocialworkdalcawhatisaoswhtml
Roundtable on Anti-Oppression Politics in Anti-Capitalist Movements Edited by Sharmeen Khan ndashparticipants in the roundtable Kirat Kaur Junie Deacutesil Gary KinsmanRetrieved Jan 22 2008httpuppingtheantiorgnode1380
Williams C (2003) ldquoSeeking Cultural Competence What Is It How Do You Develop It and How DoYou Know When Yoursquove Got Itrdquo In WShera (Ed) Emerging Perspectives on Anti-Oppressive Practice(pp 265 - 278) Toronto Canadian Scholarsrsquo Press Inc
- Front Page1-1
- ManualModEN2
- ManualModEN3
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-
IntroductionIntroduction
Another approach is substantive equality or equity which recognizes that the same rules applied toeveryone will not produce equal results because of different circumstances and socialdiscriminations at present and in the past Sometimes substantive equality tries to remedy theeffects of past discrimination by providing additional supports to those who have historically beenmarginalized Integrated anti-oppression is comparable to the substantive equality approach
Barriers and challenges to integrated anti-oppression
Working from an integrated anti-oppression framework is not easy for a variety of reasons It isimportant to acknowledge this and find ways to continue the work Here are some of the most com-mon barriers and challenges and how you can address each one
Not enough timeIn social service agencies there is always more work and limited funding In some casesorganizations have had to reduce their number of staff or number of programs Communityservice organizations have been seeing higher demands for services from people who seemto have greater and greater needs
Anti-oppression work is often thought of as work that can wait as an administrative functionrather than work that requires our full and urgent attention But policies that do not reflectintegrated anti-oppression analysis are not effective for many people This can lead to confu-sion and make it hard for organizations to proactively respond to the needs of clients volun-teers staff and communities
When we create policies using an integrated anti-oppression analysis programming willbecome more meaningful and thereby more effective This approach also helps us learn newways of doing things When the work is shared and delegated differently we can discovernew efficiencies
Not enough money to implement policy changesImplementing real change will cost money and agency budgets are already stretched thinRemember that not making changes will affect everyone in the organization The people whowill feel the pinch the least are those who have the power to make decisions about thebudget
Most organizations cannot afford to make radical changes all at once to their frameworks andprograms As with any structural change organizations need to create a plan to phase inchange The plan should include clear timelines name who is accountable and allocate fundsfrom the budget The plan should also include priorities a risk and benefit analysis of whatyou hope to achieve and steps to meet your goals
Not understanding what lsquointegrated anti-oppressionrsquo means and how to put it into practiceThere is little information and few resources about applying an integrated anti-oppressionframework Much that has been written has focused on theory more than on how to use the
6
Intr
oduc
tion
7
framework This is challenging for organizations that are inundated with direct servicedemands and have no time to develop their own materials As this work becomes morewidespread it is certain to generate more practical tools for busy agencies
Feeling overwhelmed by how broad the work isMany people doing this kind of policy work for the first time say that not having an inte-grated analysis of oppression makes it hard to change policies Organizations struggle withcompartmentalizing issues of oppression and marginalization for example we may addressracism but we donrsquot connect it to disability issues and recognize how racism impactsracialized people living with a disability Changing policies can quickly become overwhelm-ing if an organization is trying to have a different policy for each marginalized group
Integrated anti-oppression looks at how we can experience systemic oppression and per-petuate oppression at the same time in the same moment This is why the work is ongoingndash no one is an expert Being forgiving of one another can help foster an environment ofchange and learning You can do this by being open to other peoplersquos mistakes and over-sights and by noticing your own Remember that mistakes are opportunities to learn anddevelop
Being afraid of change or of losing position status privilegeWe can all expect to feel uncomfortable with change and to be afraid of losing what wehave Our society fosters feelings of instability and insecurity and encourages people to beafraid of losing what they have gained Historically marginalized groups have not had ac-cess to positions of power to the ability to make decisions or even to stable permanentfull-time positions
Systems of oppression allow some people to have success and achievement at the expenseof other people It does not have to be that way An integrated anti-oppression frameworkallows us to find ways to share access and power equally
Being afraid of not being able to accommodate everyone or of making a mistakeWhen people are afraid they can freeze and not take any action Of course everyone willmake mistakes No organizationrsquos policies are perfect examples of integrated anti-oppres-sion Nobody even knows what fully integrated anti-oppression looks like
Approach this work with honesty and integrity Build a system that allows people to ac-knowledge their limitations errors and shortcomings This will allow real change to happenConfidence will grow as knowledge and insight grow Stay committed to the work
Not having the willWorking with an integrated anti-oppression framework requires time effort commitmentand funds It asks us to be vulnerable enough to hear how we as individuals and organiza-tions oppress others in spite of our intentions Integrated anti-oppression involves workingthrough conflict and struggle This is a lot to ask But it is possible
IntroductionIntroduction
8
If we procrastinate make excuses and constantly avoid the work others may come to be-lieve that we are not committed to the work If you believe that this work is important takerisks and begin
Not having the formal power to make changesIf you do not have much formal power in the organization it will be difficult for you to be anagent of change However you can still do important work Social justice work is best donein groups Find allies and build a support network Together apply pressure to people whohave the power to change things They will find it hard to ignore a growing group of peopleIt is easier for them to disregard a single voice
Not being supported by others or doing the work aloneIt is very difficult to be the agent of change when you have little or no support from peersand colleagues If you are in this situation try to find ways for others to join the struggleEveryone will experience oppression at some point in their lives By helping them to see thatthis may make it possible for them to discover why equity is important Finding commonground is a good place to start
Everyone involved is at a different level of understandingEveryone is always at a different place in their learning People who have been anti-oppres-sion activists for years can share insights resources and information with others who arejust beginning to think about these issues Be compassionate Gently challenge yourself tokeep deepening your understanding and to help others do the same Approach everyone as apotential ally
Appl
ying
Inte
grat
ed A
nti-o
ppre
ssio
n To
Pol
icie
s
Part 2 Applying integrated anti-oppression to policies
The five steps in integrated anti-oppression policy review
Developing and revising policies can be a huge administrative task that costs a lot of money As aresult policies in community service organizations tend to stay the same for years This is a problemPolicies set out how the organization works and must be revised regularly as information changesand our knowledge grows We hope that our five-step process will make it easier to plan for andinclude integrated anti-oppression in your policy review process The five steps are
1 Set a schedule for reviewing policies
2 Create a work plan
3 Set up a Policy Review Committee
4 Review the organizationrsquos policies
5 Make recommendations
The sections below explain more about each step Appendix A includes blank copies of the forms youcan use at each step in the process
9
Applying Integrated Anti-oppression To Policies
Step 1 Set a schedule for reviewing policies
Every organization should regularly include policy review in its work plan A policy review schedulecan make sure that all of the organizationrsquos policies are examined every two or three years
The schedule should include all of your policies and say which policies will be reviewed each yearBy rotating which policies are reviewed the organizationrsquos policies will become living documentsthat change and grow as knowledge increases
Consider how many policies a committee can review in a six to eight week period Build your sched-ule to reflect the size of your organization and the number of policies you need to review
Here is a sample schedule for a small organization
Use the chart on page 26 (Appendix A) to create your policy review plan
10
etaD aerA weiverotseicilopfotsiL
1raeY lennosreP gniriHgniriF
stifeneBeeyolpmEseiciloplennosreprehtO
2raeY lanoitarepO gnimmargorPtseretnIfotcilfnoC
erusolcsid-noNytilaitnedifnoCseiciloplanoitareporehtO
3raeY srotceriDfodraoB tnemtiurceRdraoBseettimmoC
laicnaniFseicilopdraoBrehtO
Appl
ying
Inte
grat
ed A
nti-o
ppre
ssio
n To
Pol
icie
s
Step 2 Create a work plan
Once you have a policy review schedule create a work-plan for the policy review process Make sureto allow enough time for a successful and meaningful review
To help create this work plan we suggest using the Framework for Policy Review and Developmentincluded as Appendix E Here is a sample of a basic work plan
Use the chart on page 27 (Appendix A) to create your workplan Use the Framework on pages 36 to40 (Appendix E) to help you develop the work plan
otsdeentahWneppah
siohWelbisnopser
sksaT eniLemiT
tegdubapoleveD rotceriDevitucexE ctesesnepxetsaceroF 1yraurbeF
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-srotceriDfodraoBlennosrePeettimmoC
etivniotrettelaetirWsrebmemytinummoc
dnasresuecivrestiurcerffats
1beF-retteL
skeew2-tsoP
-sweivretnIskeew2
scitsigoLeettimmoC nosiailffatSeettimmoc
srebmem
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nosiailffats
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41yaM
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ctesegnahcrof
52enuJ
11
Applying Integrated Anti-oppression To Policies
Step 3 Set up a Policy Review Committee
Often people think that committees are a cumbersome and time-consuming way to work Howeverworking with a diverse group is the best way to build integrated anti-oppression into the organiza-tionrsquos policies
You will need to decide the size of your policy review committee It should be large enough to includea variety of perspectives but not so large that it will be difficult to complete its work in the time setfor the process Remember to think about how many people the budget can accommodate and whoshould be represented
Committee members will have access to sensitive and confidential material For this reason theymust agree to confidentiality and sign a letter that outlines this agreement
Inviting members to joinInvite or recruit members from the community and from within the organization You should
bull use accessible language and formats in your invitationbull invite people to join well before the committee starts its work andbull give people clear information about what you expect from the committee what their
responsibilities will be and how much time the committees work will take
Who should be on the committeeMake sure that the committee reflects diverse identities and has representation from people whodo not traditionally have decision making power
bull the majority of the committee should identify as racialized or aboriginalbull the majority of the committee should be people who have no or little decision-making
power in the organizationbull all committee members should identify part of their social location as a member of a
marginalized group andbull as a whole the committee should represent the demographic of people who use the
organizationrsquos service
Make sure that your committee includes representation from people who will be impacted by thepolicy such as
bull community members including service usersbull Volunteersbull Frontline staffbull Managementbull Board
People who sit on behalf of the Board of Directors and management must be able to make decisionsand speak on behalf of the decision-makers they represent Make sure they are clear about whatprocess they should use to check in and communicate with the board or management
Supporting the committeeThe organization must fully fund the participation of all committee members This includes moneyfor transportation child care interpretation accessible space and attendant care An honorariumshould be given to committee members who are community members
12
Appl
ying
Inte
grat
ed A
nti-o
ppre
ssio
n To
Pol
icie
s
Ideally the organization shouldbull Provide financial support to everyone without stigmatizing those members who are
poor or who identify as marginalized socio-economically In addition the organizationmust work with members who receive social assistance to make sure that they arenot penalized for any financial support they get for doing this work Perhaps one ofthe first policies the committee could review is the Honorarium policy or the policiesabout Committee Membership
bull Supply a resource person to the committee Their role is toi keep notes of the meetingsii make notes about recommendations for how policies should be revisediii research legislative benchmarks human rights provisions employment
standards and any other matters as needediv create information packages for committee members that include relevant
internal documents such as complaints salary and benefit grids and collec-tive agreements
v report back to the organization on the committeersquos progress or on issues thatneed broader discussion
If this person is a staff person with other responsibilities they should be given timeto work on this process Committee work should not be added on to their otherduties and squeezed in when possible Allocating staff time for this work is one wayto make sure it has priority within the organization
bull Develop terms of reference for the committee It should include a statement of thecommitteersquos mandate The terms of reference should include details of the scopeand boundaries of the work the timelines and the responsibilities of the committeeas a whole and of the facilitators (See Appendix B for sample terms of reference)
bull Ensure all committee members have a copy of the organizationrsquos anti-discriminationandor anti-harassment policy In addition consider developing some guidelines forconflict resolution (see Appendix C for a sample of conflict resolution guidelines )
bull Develop an agenda for the meetings For the first meeting the agenda should in-clude
i choosing a facilitator and co-facilitatorii reviewing the terms of referenceiii introduction to the process and each otheriv schedule of meetingsv introduction to the package of materialsvi expectations and role of the committeevii discussion about the power differences between committee members and how the committee should be mindful of this while making decisionsviii guidelines for decision making (see Appendix D for a sample of a decision making chart)
Ask the committee members to provide feedback on their experiences working on this projectafter they go through the whole policy review process This will support the organization toidentify and alleviate barriers and improve the process for the next round
13
Applying Integrated Anti-oppression To Policies
Step 4 Review the organizationrsquos policies
Once the committee is ready to begin work it should review each policy We have developed ques-tionnaires to help facilitate discussion of the three vital questions at this stage of the processnamely
bull how accessible is the policybull how are different people affected by the policybull how can the policies be changed to truly include everyone
Blank copies of these questionnaires are included in Appendix A
To help you understand how to use these tools we have included questionnaires that have beencompleted in response to the following policy provided by Springtide Resources Please note thatthis is an old version of one of our policies Springtide Resources has recently used the integratedanti-oppression framework to update all of its policies
Sample policy ndash PAID HOLIDAYS(from Education Wife Assault (EWA)ndash the name for Springtide Resources before 2006)
EWA staff will be paid for ten statutory holidaysNew Yearrsquos Day Canada day Thanksgiving Day BoxingDay Good Friday Christmas Day Labor Day Victoria DayEaster Monday Civic Holiday
A religious holiday of the employeersquos choice may be substituted forEaster Monday
Permanent part-time staff who work 21 hours a week are entitled to allstatutory holidays
Building Closure
When the EWA offices are closed between Christmas and New Yearrsquosemployees will be paid for these days
14
Appl
ying
Inte
grat
ed A
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Pol
icie
s
How accessible are your policiesThe questions in this section are designed to help you think about whether the policy documents areaccessible ldquoAccessiblerdquo includes where the policy is physically located its format and how mean-ingful the policy is The best policies will be representative and make sense to a variety of users
To make policies accessible you should aim toKeep the policies in a place where anyone who wants to read them can access themwithout barriersMake sure that the policies can be and are translated into different and appropriatelanguage and cultural interpretations as well as physical formatsUse language that is clear and direct rather than full of jargonUse wording that makes the policy intentions easy to understandHave a clear statement about who the policy applies to and who is responsible forputting it into practiceBeing flexible in the policy to allow for different cultural beliefs and values unlessthere are legal reasons to limit your flexibility
Questions for discussionTo check your policies for accessibility use these questions in your discussion
1 Is the policy in a barrier-free location
2 Is the policy available in different formats Do we invite comment about the format
3 Is the policy written in language that is easy for most clients and all staff to understand Lookfor jargon that only makes sense to workers in your organization but is not recognized by others
4 Can the policy be easily translated to other languages
5 Does the policy say who it affects Does it say who is responsible for implementing it
6 Does the policy reflect various cultural beliefs and values This question can lead to a toughdiscussion about cultural beliefs and values that may undermine social equity There are nofast and easy answers but again the policies should be living documents that change and adaptto our new information and knowledge about difference
7 If there is a process in the policy are the steps flexible and adaptable to accommodate differ-ences
8 Does the policy invite people to give feedback and comments about what it says
Record your decisions on the form ldquoHow accessible is this policyrdquo This form is on page 28 (AppendixA)
15
Applying Integrated Anti-oppression To Policies
Here is how we used our questionnaire to assess our policy about Paid Holidays
How accessible is this policy
16
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X
X
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ylisaeebycilopehtnaCsegaugnalrehtootdetalsnart
X
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detceffa
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ycilopehtnissecorpasierehtfIdnaelbixelfspetsehtera
etadommoccaotelbatpadasecnereffid
X dewollasinoitutitsbusenO
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syastitahwtuoba
X gniydemeryfitneditonseodycilopehTspets
wohyfitnedirokcabdeefticilostonseoDsmelborpehtsserddaot
Appl
ying
Inte
grat
ed A
nti-o
ppre
ssio
n To
Pol
icie
s
How do our policies affect different peopleThe questions in this section are designed to facilitate discussion about the impacts of policies ondiverse lived experiences Some questions can be answered with yes or no responses and othersrequire more information The term ldquoimpactrdquo in this context is used in a broad sense to refer to bothbenefits and restrictions
To consider how people are affected you should aim for a policy thataffects people equitablyincorporates values that are of similar importance for people with different livedexperiencessays what it does not do and outlines steps to changewas created with input from the range of people who are affected by it
Questions for discussionTo check how your policies affect different people use these questions in your discussion
1 How has the policy been implemented What procedures and practices have resulted
2 Who benefits from this policy How
3 Who does not benefit How
4 What are the barriers to equitable impacts What are the kinds of barriers (legislated finan-cial etc)
Record your decisions on the form ldquoHow does this policy affect different peoplerdquo This form is onpage 29 (Appendix A)
17
Applying Integrated Anti-oppression To Policies
Here is how we used this questionnaire to assess our policy about Paid Holidays
How does this policy affect different people
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detluser
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18
Appl
ying
Inte
grat
ed A
nti-o
ppre
ssio
n To
Pol
icie
s
What are the gaps in policy and what can we do to make changesThe questions in this section are exploratory to help begin discussions to identify gaps and generateideas for change Use a flipchart with the questions as headers This will allow everyone to contrib-ute and build on the information and ideas
Questions for discussion
1 Does the policy recognize and identify how different people will be affected
2 Is the policy flexible enough to respond to the different lived experience that people have
3 If the policy is not flexible does it say what the organization will do to change this Does theplan for change include timelines
4 Does the policy say how people can give input or feedback about how the policy affectsthem What comments questions and complaints do people have about this policy or thepractices and procedures that this policy has created
5 Does the policy include diverse cultural norms and values What are they
Record your decisions on the form ldquoPolicy gaps and what we can dordquo This form is on page 30 (Ap-pendix A)
19
Applying Integrated Anti-oppression To Policies
Here is how we used this questionnaire to assess our policy about Paid Holidays
Policy gaps and what we can do
20
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X
X
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oN
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mehtstceffaycilopehtwoh
X deticilostonsinoitamrofnioN
esrevidedulcniycilopehtseoDseulavdnasmronlarutluc
yehteratahW
X ssalcfonoitingoceremossierehTotsrekrowemittraprof-seussi
emostifenebyadilohsuoigilerenosierehT
emos-dewollanoitutitsbusecnereffidfonoitingocer
Appl
ying
Inte
grat
ed A
nti-o
ppre
ssio
n To
Pol
icie
s
Step 5 Make recommendations
Once the committee has assessed the policies it must create a report that outlines its recommenda-tions The report should summarize how each policy could be improved To come up with recommen-dations for improving each policy the committee can review comments from the questionnaires
The main question in this step of the process is What would improve this policy so that it inte-grates anti-oppressive practice Use flipchart paper to record ideas This allows committee mem-bers to share information and build upon each otherrsquos ideas
Facilitate the discussionThere will be different perspectives and ideas about what changes will benefit people and how toaccomplish these changes Because of this there is potential for conflict Here are some hints tohelp make sure that this discussion will lead to recommendations that can help your organization
Ask the committee to choose a facilitator for the discussion Their role isto support everyone in being heardto solicit all ideas and perspectivesto make sure that opposing viewpoints or challenges are given and received in afriendly and open mannerto help the committee build consensus andto finalize recommendations
The facilitator should not offer ideas to the discussion Their role is to help make sure all of thecommitteersquos ideas are recorded The organization may choose to hire an outside facilitator for thispart of the discussion
Have the facilitator review the committeersquos Terms of Reference and Conflict Guidelines Remindeveryone that this is ongoing work
Write a reportFor each policy the committee should write a recommendations report
This report has three columns
Write the committeersquos recommendations in the left-hand column The recommendations may rangefrom fairly simple to quite complex They can be one-time actions or multi-staged changes
The committee should leave the two columns on the right empty ndash these will be filled out by deci-sion-makers in the organization They will review the recommendations and decide what to do withthem
noitadnemmoceR elbisnopsersiohW enilemiT
21
Applying Integrated Anti-oppression To Policies
Assessing the recommendationsAs soon as possible the decision-makers in the organization should review the recommendationsand fill out the right-hand columns of the recommendations report The management or Board ofDirectors must decide Who is responsible They must also set a Timeline
The organization is not required to act immediately on all of the committeersquos recommendationsSome recommendations may not be possible or viable in the immediate future and may need longerterm planning
To decide how to implement the recommendations the decision-makers should considerbull how urgent the issue isbull the workloads of the staff involved in changing the policybull the fiscal timingbull what research the organizations needs andbull how much time the organization needs to prepare
For example a policy change that does not involve employment standards or financial supports couldbe implemented fairly quickly A policy change that involves rewriting translating and adaptingpolicies will takes time so it may not be implemented until well after the organization has finishedtaking care of its year-end reporting responsibilities
Once the Board or management has done this work they should give copies of their completedreport to every member of the committee and to all staff volunteers and community members whoare affected by the policy This helps keep the policy process open and helps people feel that thepolicy process is collaborative among everyone in the organization
Use the ldquoReport of recommendationsrdquo chart on page 31 (Appendix A) to record your decisions
22
Appl
ying
Inte
grat
ed A
nti-o
ppre
ssio
n To
Pol
icie
s
Here is a sample report of recommendations
Report of recommendations
23
noitadnemmoceR elbisnopsersiohW enilemiT
diapwollaottnemetatsycilopegnahCsuoigileraevahtahtsyadilohyrotutats
yllacificepsnoitcennoclarutlucroyadirFdooGyaDgnixoByaDsamtsirhC
otyaDsraeYweNdnayadnoMretsaErosuoigilerhtiwdegnahcxeeb
toneratahtsetadtnatropmiyllarutlucsdradnatstnemyolpmeehtnideifitnedi
tca
ehtfoeettimmoCyciloPsrotceriDfodraoBrotceriDevitucexE
shtnom6nihtiW
neewtebeciffoehtesolctonoDdaetsnIsraeYweNdnasamtsirhC
tahtsyadretaolfsaesohtreffoyehtrevenehwekatnacseeyolpme
esoohc
ehtfoeettimmoCyciloPsrotceriDfodraoBrotceriDevitucexE
shtnom6nihtiWtxenehterofeb(
)erusolc
nitnemyolpmefoslevelehtllayfitnedItcartnocsahcusnoitazinagroeht
sruoh12nahtsselemit-trapsrekrowrofseifilauqhcaerehtehwyfitnedIcte
ffoemitdiap
ehtfoeettimmoCyciloPsrotceriDfodraoB
shtnom3nihtiW
hcussmretniatrecfosnoitinifedddAycilopehtotsyadilohyrotutatssa
oiratnOehtotecnereferekaMtahtnoitalugeRsdradnatStnemyolpmE
ycilopsihtstceffa
ehtfoeettimmoCyciloPsrotceriDfodraoB
shtnom3nihtiW
ycilopehtfoypocdrahatuotnirPseiciloprehtohtiwrednibanitituP
siohwenoyreveerehwrednibehtecalPdnatisseccanacycilopehtybdetceffa
tidaer
rotceriDevitucexEsreganaMmargorP
shtnom3nihtiW
emitynanisyadfoegnahcxeedulcnIswonkenoyrevetahtoserudecorpffo
odottahw
rotceriDevitucexEsreganaMmargorP
shtnom6nihtiW
Appendices
Part 3 Appendices
Appendix A Forms
Appendix B Sample Terms of Reference
Appendix C Sample Conflict Resolution Guidelines
Appendix D Sample Decision Making Chart
Appendix E Framework for policy development and review
Appendix F Glossary of Anti-Oppression Terms
Appendix G Focus Group Findings
Appendix H References
24
Appe
ndic
es
Appendix A Forms
bull Plan for policy reviewbull Work planbull How accessible is this policybull How does this policy affect different peoplebull Policy gaps and what we can dobull Report of recommendations
25
Appendices
Plan for policy review
26
etaD aerA weiverotseicilopfotsiL
1raeY
2raeY
3raeY
Appe
ndic
es
Work plan
otsdeentahWneppah
siohWelbisnopser
sksaT eniLemiT
27
Appendices
How accessible is this policy
seYsdeeN
krownoitnettAfosaerA
aniycilopehtsInoitacoleerf-reirrab
nielbaliavaycilopehtsIstamroftnereffid
tuobatnemmocetivniewoDtamrofeht
ninettirwycilopehtsIrofysaesitahtegaugnal
dnatsrednuotstneilctsom
ylisaeebycilopehtnaCrehtootdetalsnart
segaugnal
tiohwyasycilopehtseoDstceffa
siohwyastiseoDrofelbisnopser
tignitnemelpmi
suoiravtcelferycilopehtseoDseulavdnasfeileblarutluc
ehtnissecorpasierehtfIspetsehteraycilop
otelbatpadadnaelbixelfsecnereffidetadommocca
etivniycilopehtseoDkcabdeefevigotelpoep
tahwtuobastnemmocdnasyasti
28
Appe
ndic
es
How does this policy affect different people
snoitseuQ noitnettAfosaerA
neebycilopehtsahwoHdetnemelpmi
evahsecitcarpdnaserudecorptahWdetluser
ycilopsihtmorfstifenebohW
woH
tifenebtonseodohW
woH
otsreirrabehtyfitnediuoynaCeraepyttahWstcapmielbatiuqe
)ctelaicnanifdetalsigel(yeht
dnasnoitseuqstnemmoctahWsihttuobaevahelpoepodstnialpmocserudecorpdnasecitcarpehtroycilop
detaercsahycilopsihttaht
ecivresffatsehtodtahWrosrebmemytinummocsresu
ycilopsihttuobayassreetnulov
29
Appendices
Policy gaps and what we can do
seYsdeeN
krownoitnettAfosaerA
wohyasycilopehtseoDeblliwelpoeptnereffid
detceffa
lliwelpoeptahttimdatiseoDsyawtnereffidnidetceffaeb
hguoneelbixelfycilopehtsItnereffidehtotdnopserot
elpoeptahtsecneirepxedevilevah
elbixelftonsiycilopehtfIehttahwyastiseod
otodlliwnoitazinagrosihtegnahc
egnahcrofnalpehtseoDsenilemitedulcni
wohyasycilopehtseoDrotupnievignacelpoepehtwohtuobakcabdeef
mehtstceffaycilop
edulcniycilopehtseoDdnasmronlarutlucesrevid
seulav
yehteratahW
30
Appe
ndic
es
Report of recommendations
noitadnemmoceR siohWelbisnopser
enilemiT
31
Appendices
Appendix B Sample Terms of Reference ndash Policy Review Committee
PreambleINSERT YOUR ORGANIZATION NAME is committed to applying an integrated anti-oppression frame-work to all undertakings of the organization To that end the organization will ensure that all poli-cies will be regularly reviewed and updated to reflect an integrated anti-oppression perspective
MandateThe mandate of the Policy Review Committee is to review the policies listed below with the objectiveof providing the organization with feedback and recommendations as to how the policies can betterreflect an integrated anti-oppression analysis The committee may also recommend the deletion oraddition of policies in this process
Type of Committee
The Policy Review Committee is a short term project based committee composed of communitymembers from the service area of YOUR ORGANIZATION NAME and frontline staff managementvolunteers Board and people who have accessed our service
Composition
Members should self-identify in one or more of the following waysbull racialized or aboriginalbull people who have little or no decision making power in the organization including service usersbull members of a marginalized groupbull representative of the demographic of organizationrsquos community
Timeline
The committee will complete the said work in a period of not longer than INSERT DATE HERE (3months from the start date of the review)
Deliverables Recommendations Report
Scope
Committee members shall have access to the policies of the organization mission statement by-laws salary grids collective agreements board meeting minutes complaints received strategicplan and all other relevant documents with the exception of the followingbull personnel filesbull in-camera Board meeting minutesbull client filesbull private legal material
32
Appe
ndic
es
Appendix C Sample Conflict Resolution Guidelines ndash Policy ReviewCommittee
PrinciplesIt is in places of conflict that the potential for change exists Conflicting ideas beliefs and valueswill ensure a rich dialogue and essential learning opportunities for everyone Committee membersare charged with reminding themselves that the committee exists in the service of the organizationwith the ultimate goal of better serving the community Each person on the committee has theresponsibility to deal directly with each other and commit to engaging with each other as allies inthis work
The organization will endeavor to assemble the relevant material that will be useful in meeting theobjectives of the committee prior to the beginning of the project and will ensure that any relevantmaterials will be delivered to the committee as quickly as possible
The decisions and recommendations of the committee do not bind the organization into action TheBoard of Directors andor Executive Director of the organization will review the recommendations ofthe committee and ultimately decide what can be instituted
Budget and Additional Resources
The Policy Review Committee has a budget of $$$$$ The budget will cover the committee costs- member expenses childcare travel long distance calls honorarium- meeting expenses accessible meeting room refreshments conference calls- accessibility expenses ASL interpretation note taking attendant care- supplies photocopying office supplies
Staff resource- maintain minutes and discussion notes for the committee- retrieve documents that the committee requires- assist in organizing meetings and refreshments for meetings
Meetings
Meetings will be held at an accessible meeting space ndash onsite at the organization if possible
The committee is responsible to elect co-chairpersons during the first committee meetingThe responsibilities of the co-chairs in consultation with the whole committee are tobull organize meetingsbull develop the agendabull organize committee communicationbull keep committee members on taskbull organize the completion of the final reportbull maintain communication with the organization including updates requests concerns etc
33
Appendices
34
Remember that resolving conflict does not necessarily mean that a person will change their view-point or opinion A resolution of conflict implies that each party has had the opportunity to sharetheir perspective be heard have opportunity for discussion and then have closure
How we deal with our colleagues when we have a different opinion or viewpoint can either open usup to new learning or shut us down The following are some key points to keep in mind
i Recognize that conflict is a healthy part of communication if all parties understand theirresponsibilities in the process
ii Parties should approach the process with the idea of creating a learning environmentiii Parties should be prepared to listen to each other ndash that is really listen without interrupt-
ing or preparing your argument in your headiv If you are challenging a statement made by another person ndash it is important to state
concisely where you believe the problem lies and if it furthers the learning moment tostate the impact on yourself
v Do not belabor the point or make comments about the otherrsquos motivation for the state-ment (ie They are ignorant bigoted etc)
vi The person who has been challenged should take away the information to think aboutwhere their learning lies ndash the statement back to the challenger should include how youwill approach the information that was shared with you from the other person
vii If you do not agree with the challengerrsquos view ndash further dialogue may be necessaryviii State your own view and where you believe the problem liesix Each person is responsible to think critically about the otherrsquos view with a goal of finding
common ground andor compromise andor the decision to agree to disagree ndash which isallowing space for differing points of view
x It is important that both parties do not disengage from the process by complaining orexpressing dissatisfaction about the other person to other people ndash that kind of behaviorlowers the integrity of the process and the party who engages in it
xi Try to understand each otherrsquos perspective without judging the person or making assump-tions about each other
Co-chairs responsibilitiesbull reminding members of the guidelines of conflict resolutionbull arranging time in the agenda to address conflict in the groupbull mediating conversations between the parties in conflictbull negotiating resolutionbull If the conflict is in regards to making a decision The co-chairs should refer to the decision
making guidelines
The guidelines presented above should not be used in situation of discrimination and abuse Inthose situations the committee should follow the procedures in the organizations anti-discriminationor anti-harassment policies
Appe
ndic
es
35
snoitpO snosaeRstifeneBrof
snosaeRsmelborPtsniagA
puorGnoisiceD
rofsnosaeRnoisiceD
Appendix D Sample Decision Making Chart ndash Policy Review Committee
Appendices
36
App
endi
x E
Fra
mew
ork
for p
olic
y re
view
and
dev
elop
men
t
We
deve
lope
d th
is fr
amew
ork
duri
ng th
e fir
st p
hase
of t
his
proj
ect
Its
purp
ose
is to
hel
p or
gani
zatio
ns u
se a
n in
tegr
ated
ant
i-opp
ress
ion
fram
ewor
k ap
proa
ch w
hen
revi
ewin
g an
d de
velo
ping
pol
icie
s
NOITSE
UQ
EG
NELLAH
CES
NOPSE
R
esoprupeht
sitah
Wrodna
ycilopsiht
foerudecorp
erusneotyrassecen
siycilop
aneh
wwonk
ottluciffid
ebn ac
tIruoy
tahterusne
otdna
seicilopyna
moot
gnitaercton
erauoy
ehtgniyfitnedI
stnemetats
gnitcilfnocgnika
mton
e raseicilop
edivorpsalle
wsa
sllaftipeseht
diovapleh
nacesoprup
otyrassecen
eblliw
serudecorptah
wdna
wohot
sanoi tcerid
esoprupeht
teem
bull bull bull bull
ycilopeht
rofelanoitar
ehtedivorP
tnetniytiuqe
ehtyfitnedi
ylraelCseitilibisnopser
evitalsigelyfitnedI
)s(ycilopetairporppa
ehtot
serudecorpkniL
tifycilop
ehtseo
Dycnega
ehtnihti
wnoissi
metad nam
rodnatne
metatsseulav
fotne
metatssfeileb
dna
woH
dnaetadna
mrieht
eniltuotaht
stnemetats
evahseicnega
ynaM
roFetadna
meht
teemlli
wyeht
wohtuoba
sfeilebrieht
elpmaxe
nasi
nemo
wllatsniaga
ecneloivlladne
otelpmaxe
er usneneht
tsum
wolloftaht
seiciloPtne
metatsnoissi
ma
fotsniaga
ecneloivgnitauteprep
tonsi
noitazinagroeht
tahtnoisserppo
ronoisulcxe
fomrof
ehtni
nemo
w
bull bull bull bull bull
fotne
metatsstnemucod
tnavelerllaweiveR
ctetnemetats
noissimetadna
msfeilebeht
stroppusycilop
ehtfi
enimrete
Detadna
mnoissim
seitiugibma
ehtyfitnedI
seulaveht
htiw
st sartnocycilop
ehtfi
enimrete
Dnoitazinagro
ehtfo
ycilopeht
oteka
mnac
uoysegnahc
ehtyfitnedI
tievorp
miot
tifyc ilop
ehtseo
Deht
htiw
snoitazinagronoitisoplacitilop
wo
H
tahtnoitisop
nasitrapa
naem
tonseod
noitisoplacitilopA
ynamrehtaR
ytraplacitilopralucitrap
astroppus
seussiralucitrap
nosnoitisopdepoleved
evahsnoitazinagro
noitazinagrotsini
mefa
ebya
mnoitazinagro
ruoyelp
maxeroF
dluow
serudecorpdna
seicilopruoy
noitazinagrotsini
mefa
sAytiuqe
yapeikro
wemarf
ytilauqesna
mow
awollof
ctestifenebrevigeracyli
mafdednapxe
bull bull
snoitisoplanoitazinagroeht
ssucsiddna
yfitnedItub
nettirwnu
erataht
seussilaicosgnidrager
esohtfo
emoS
noitazinagroruoy
nihtiw
tsixeyap
msireetnulovsvrobal
diapedulcniya
mcteseussi
htlaehlatnemytiuqe
-tne
metatsfeileb
aot
snoitisopetairporppa
ddAtsixe
tonseod
enofi
enoetaerc
ro
Appe
ndic
es
37
NOITSE
UQ
EG
NELLAH
CES
NOPSE
R
teem
ycilopeht
seoD
sdradnatsmu
minim
noitalsigelrobal
fosthgir
namuh
ycavirpnoitalsigelrednufnoit alsigel
dnastne
meergalautcartnoc
rehtostne
meerga
mehtdeecxe
tiseo
D
lautcartnocdna
evitalsigeltee
mylraelc
dluohsseiciloP
nettirw
si)noitalsigel
ytiuqeneve(
noitalsigeLseitilibisnopser
ehtno
desabsi
tahtkro
wemarf
erutluctnani
moda
morfeht
tcetorpot
keesyehT
spuorgsuonego
mohfo
noitpmussa
elpoepfo
sthgireht
ecnavdatonelpoep
dezilanigram
fosthgir
dnoyebog
dluohsseicilopkro
wemarflanoitcesretni
naylppa
oTsdradnatsla
minim
bull bull bull bull
snoitazinagroeht
dnatsrednudna
weiveR
waleht
rednuseitilibisnopser
seitilibisnopserdnatsrednu
dnastcartnoc
weiveRstcartnoc
fos
mreteht
rednullaf
snoitatcepxemu
minim
ehtereh
wyfitnedI
sseccaot
tnemevorp
midna
tnemecnavda
fot rohs
ytiuqedna
lauqetroppus
nacnoitazinagro
ruoysya
wyfitnedI
ytinutroppo
sihtseod
woH
erudecorpycilopeht
tc apmi
snoitazinagrotegdub
fI
mehttne
melpmi
ottcap
miyrategdub
evahod
seicilopyna
Mot
elbissopmi
emoceblli
wycilop
ehtdezingocer
tonsi
sihttub
ycilopdab
asi
tiesuaceb
ton-
dedracsideb
dnawollof
rofdetnuocca
tonere
wnoitatne
melpmi
fostsoc
ehtesuaceb
bull bull bull bull
htiw
detaicossastsoc
ehtllayfitnedI
ycilopeht
fonoitatne
melpmi
ralugerfo
trapera
stsoceht
erehw
yfitnedIedulcni
dluow
reganam
foyralaSei
-ssenisub
noisivrepusffats
stsoclanoitiddayfitne dI
ylgnidroccategduB
otelbisnopser
sioh
Wsi
ycilopsiht
erusnedna
dootsrednudecrofne
elbisnopsersi
ohw
etatsylraelc
tsum
serudecorpdna
seiciloPhcaEssenevitceffe
gnitaulavedna
gnirotinomtuo
gniyrracrof
detatsylraelc
e bdluohs
elorsnosrep
bull bull
diapnudna
diapfo
selorsuoirav
ehtyfitnedI
noitazinagroeht
fosreb
mem
ehttuo
yrraclliw
ohw
srebme
meht
yfitnedIsreb
mem
ehtetaulave
dnaesivrepusserudecorp
ycilopeht
etaulavedna
weiveretaerc
Appendices
38
NOIT
SE
UQ
EG
NELL
AH
CE
SN
OP
SE
R
eht
sita
hW
rof
msina
hcem
lacitirctnial
pm
ockca
bdeef
tegtaht
stnemucod
gnivileb
dluohsserudecorp
dnaseiciloP
ottnatrop
misi
tieroferehT
sevorpmi
gninraelruo
saretteb
rokcabdeef
edivorpnac
detceffaesoht
wohetats
yl raelcro
elbaeganamnu
evitceffenievorp
yehtneh
wfinialp
mocevisserppo
bull bull bull
seifitnediylraelc
tahtycilop
stnialpmoc
aetaer
Csreb
mem
diapnudna
diaprof
ssecorpeht
srebme
mytinu
mmoc
dnastneilcsresu
ecivrestI
elbisseccas i
ssecorpstnialp
moceht
erusnEyllacisyhp
nacsklof
erehw
decalpeb
dluohselbissecca
tnereffidni
dereffodna
tissecca
nialpraelc
ninettir
web
osladluohs
tIsta
mrofelpoep
ybdessecca
ebnac
titaht
osegaugnal
slevelycaretil
suoir avhti
wycilop
ehtrof
kcabdeefrof
ssecorpeht
yfitnedI
weiver
eb
ycilo
pe
htlli
ww
oH
otdetaci
nu
mm
oce
blli
wo
hw
eso
ht ti
yb
detceffa
ehtyb
detceffeesoht
llaot
tnediveeb
dluohscorpseiciloP
tnatropmi
sinoitacinu
mmoc
fonalp
agnitaer
Cse
moctuobull bull bull bull bull bull
elbisnopsereb
lliw
ohw
elpoepeht
folla
yfitnedIeb
lliw
ohw
esohtdna
noitatnemelp
mirof
noitatnem elp
mieht
ybdetcap
misdnik
tnereffideht
sseccafo
stniopeht
yfitnedIyrassecen
sseccafo
sepytdna
noitatnemelp
mirof
elbisnopseresoht
llaerusnE
seitilibisnopserrieht
tuobaraelc
eraot
ycilopetacinu
mmoc
otnalp
ehtyfitnedI
s rebme
mytinu
mmoc
dnastneilcsresu
ecivresrehto
dnaegaugnal
ycaretilsserdd
Aseussi
ytilibisseccaseussi
eseh tsserdda
otnalp
aetaer
C
Appe
ndic
es
39
NOITSE
UQ
EG
NELLAH
CES
NOPSE
R
weivereht
sitah
Weludehcs
ehtodlli
woh
W
weiver
deweiver
ebdluohs
stnemucod
gnivilsa
serudecorpdna
seiciloPdluohs
ssecorpehT
tnemevorp
mirof
yltnetsisnocdna
ylralugernI
kcabdeefrof
ytinutroppoedivorp
otsa
oseludehcs
aedulcni
dnaseicilop
ehtyb
detceffaesohtlla
morftupni
tegot
redrotahtnesohc
rodetov
ebdluohs
sreweiver
fomaet
aserudecorp
sevitcepsrepfo
esabdaorb
atneserper
bull bull bull
roylraey-
seicilopfo
weiverrof
enile
mita
teSylraey-ib
ebdluohs
tahtspuorg
redlohekatseht
yfitnedIytisrevid
otnoitnetta
htiw
weivereht
nidevlovni
dnassenevitceffe
ehtssessa
otsloot
edivorPycilop
hcaefo
ytiuqe
ycilopsiht
seoD
egnellahclahcrairtap
laicosevisserppo
wo
Hs
mron
gnignellahcflesti
nisi
krowe
marfdetargetni
nagniylppA
neebevah
sufo
ynam
sareve
woHs
mronerutluc
tnanimod
morftrats
dluohse
wsdradnats
naciremA
htroN
ybdenoitidnoc
nide
marfeblli
wserudecorp
dnaseicilop
ruotaht
esimerp
ehtksa
otevah
ew
eroferehTsfeileb
dnaseulav
erutluctnani
modgnidlohpu
tonera
ew
erusnetaht
snoitseuqfo
seiresa
sevle sruonoisserppo
fos
metsysdehcnertne
bull bull bull bull bull bull bull
noisserppodna
yhcrairtapfo
seussieht
yfitnedIycilop
hcaeni
tnerehninihti
wseussi
esehtegnellahc
otwoh
ezigetartSnoitazinagro
ruoygnika
mnoisiced
ehtni
ycnerapsnarteht
weiveRsessecorp
seodtah
Weisevlesruoyrof
snoitseuqetaerC
noitazinagroruo
niekil
koolre
wopycilop
ehtmorf
stifeneboh
wyfitnedI
revore
wopa
dlohpuseicilop
hcihw
enimrete
Dkro
wemarf
emit-lluf
derihsteg
ohWei
-snoitseuq
ksAsi
erehW
denimreted
sihtsi
woH
emit-trap
senimreted
ohW
tegdubeht
nitneps
yenom
seitiroirp
Appendices
40
NOITSE
UQ
EG
NELLAH
CES
NOPSE
R
ehteblli
wtah
Wno
tcapmilaitnereffid
spuorgdezilanigra
m
dnatsrednuot
tnatropmi
sitI
emas
ehtnae
mton
seodlauqEyfitnedi
otspuorg
tnereffidno
seicilopfo
stcapmi
suoiraveht
foytilibissecca
troppusot
wohdna
eilsreirrab
ehtereh
wspuorg
suoiravrof
secivresdna
tnemyolp
me
bull bull bull bull
fos
mitcivera
ohw
elpoepfo
spuorgyfitnedI
noisserppoci
metsysspuorg
suoiravno
stcapmi
ehtyfitnedI
dnaytiuqe
ecnavdataht
stcapmi
hsiugnitsiD
tonod
tahtesoht
sseccaot
sreirrabegnahc
otsya
wezigetartS
ycilopehtlli
wwo
Hnoisserppo
egnellahcnoisserppo
cimetsys
rofseicilop
weiveR bullmsicar
bullaibohpo
mohmsixesoreteh
bullmsielba
bullmsiega
bullmsixes
bullmsirtneconhte
bullmsissalc
bullmsiti
mes-itnabull
msibarA-itnabull
noitanimircsid
suoigilerbull
msilainoloc
bull bull bull
tsrifnretse
wa
sahycilop
ehtfi
enimrete
D
weivdlro
wtuoba
noitpmussa
narof
ycilopeht
ssessAnoitautis
cimonoce-oicos
dnaegaugnalytilibafo
secnereferrof
egaugnaleht
weiveRsnoitp
mussasuoigilernoitazinoloc
Appe
ndic
es
Appendix F Glossary of Anti-Oppression Terms
Ableism Prejudice and discrimination against people living with mental emotional and physicaldisabilities or differences People living with disabilities experience this discrimination segrega-tion and isolation because of peoplersquos prejudices and institutional barriers not because of thedisability or difference itself Deaf Deafened and Hard of hearing people historically have experi-enced systemic ableist oppression as well
Anti-Semitism Discrimination or violence against Jews Judaism and the cultural intellectualand religious heritage of Jewish people The word Semite literally refers to ldquoany of the peoplessupposed to be descended from Shem son of Noah especially the Jews Arabs Assyrians andPhoeniciansrdquo However Anti-Semitism is mostly used to refer to prejudice discrimination andviolence directed at Jews
Class Economic and social groups People in the higher classes make decisions about theeconomy while other people work for wages or are kept out of the economy The things that markdifferences between classes include peoplersquos ability to meet their basic needs their level ofincome wealth and formal education and their connections with people and institutions thathave influence and power In the current economic structure rich people got their wealth bytaking advantage of people at the bottom and middle of the class structure
Classism Any practices and beliefs that judge and value people according to their social class orthe social class that other people assume they belong to Most workplaces use classist languagethat reflects and reinforces the social hierarchy For example they undervalue the work of sup-port staff and decisions do not include the knowledge and opinions of these workers
Colonialism When a foreign power dominates and exploits an indigenous group by taking theirland and resources and using them as cheap labor in order to make money It also means spe-cific era between the 1700s and 1900s when European countries expanded into the Americasand countries of the global South In Europe people justified these practices using racial doc-trines These ideas about hierarchies of race are still widespread Uncovering and challengingthe ideas and ongoing practices of colonialism are important parts of racial equity work
Culture The collective experience beliefs values knowledge economy and ways of life of agroup of people who share past or current experiences Culture changes constantly it is notstatic Every culture is shaped by the land and spaces people inhabit together Individual andgroup culture can also be shaped by language religion racialization gender experiences ofmigration and immigration social class political affiliation family influences age sexual orien-tation geographic origin ethnicity experiences of discrimination or lack of discrimination andexperiences fighting oppression
Disenfranchised Not having full rights as a citizen or not being able to fully participate as amember of the community
41
Appendices
Dominant Culture The beliefs values and judgments of groups with social power The dominantculture is created and maintained by people in the dominant social group People who do notbelong to the dominant group often believe that these values beliefs and judgments are trueinstead of seeing how they reflect the interests of people in power
Dominant group People whose social identity gives them power and privilege In most parts ofCanada dominant identities are White male English-speaking heterosexual able-bodied Chris-tian affluent and middle class thirty to sixty-five years of age university educated from centralCanada Many people have one or more dominant identities
Equity Peoplersquos rights as individuals or members of a group to an equitable share of theresources and influence in society Equity work analyses and challenges unfair systems andpractices and works towards creating outcomes and access that benefit people equally
Exploitation Taking unfair advantage of a person or a group for onersquos own gain or advantageExploitation can be systematic or individual
First Nations A term that reflects the process some Aboriginal peoples in Canada have used toname themselves The word ldquofirstrdquo recognizes the fact that Aboriginal peoples are the originalinhabitants of what is now called Canada The word ldquonationrdquo stresses the fact that Aboriginalpeoples are political collectives who had their own forms of government before Europeans beganto settle here Many First Nations peoples are fighting to re-establish that sovereigntybull The term also refers to a group of Aboriginal people who were previously called a ldquoBandrdquo by
the Department of Indian Affairsbull ldquoFirst Nationrdquo can also mean a group or several groups of Aboriginal people who have the
same ethno-cultural background
Gender identity Features that are tied to how an individual thinks of themselves as a man or awoman A personrsquos gender identity may not be the same as their biological sex
Gender roles The culturally specific behaviors and appearances constructed by a culture todefine what is expected of women and men The expectations of femininity and masculinity areimposed on individuals according to their biological sex
Harassment Persistent ongoing behavior conveying negative attitudes towards an individual orgroup to make them feel intimidated and humiliated Harassment is an exercise of power Itincludes any action that a person knows or should know is not welcome Harassment includesname-calling jokes slurs graffiti insults threats rudeness and crude gestures verbal or physi-cal abuse Human Rights Codes in most provinces prohibit harassment based on race religionsex ethnicity and the other prohibited grounds for discrimination
Heterosexism All practices that convey the message that heterosexuals are better than otherpeople including the assumption that everyone is or must be heterosexual It operates like otherforms of prejudice and discrimination giving privilege and rights to members of the dominantgroupndashheterosexualsndashand not to gay or lesbian people
42
Appe
ndic
es
Hierarchy A system that gives individuals or groups different positions and power People andgroups with a higher rank have more power resources and value than individuals or groups witha lower rank For example in a patriarchy men are given more value than women
Immigrants People who have arrived and settled in Canada in their lifetime Sometimes peopleuse the word incorrectly to refer to Canadian-born racialized people because they assume thatall racialized people were born elsewhere
Inclusive Making sure that all members of the community are represented or involved in allaspects of the community
Integrated Combining information and values from a variety of people and sources in order toget a fuller result that is more inclusive
Islamaphobia The systemic ways and individual practices of racism that target Arab people andhave particular impact on them Some examples include negative stereotyping of Muslim peopledepicting Islam as essentially violent and fundamentalist assuming that all Arabs are Muslimand all Muslims are Arabs
Landed immigrant Persons with legal status who are permanent residents of Canada ratherthan visitors refugee claimants temporary workers or citizens
Marginalization A process that keeps groups or individual from having access to all or part ofthe resources and activities of the community
Oppression When one social group takes advantage of another social group either knowinglyor unconsciously Oppression gives the dominant group privilege and marginalizes anddisenfranchises the subordinated group The dominant social group can use force or social insti-tutions and resources to achieve oppression After a time individual members of the dominantgroup do not need to do anything and unequal treatment becomes so much a part of the socialinstitutions and structures that it seems normal
People of colour Any person who is not White or Aboriginal This term was first adopted in theUnited States by racialized people who were trying to name themselves with a positive identityrather than as ldquonon-whitesrdquo ldquocolouredrdquo ldquoethnicsrdquo or ldquovisible minoritiesrdquo
Privilege Unearned power that gives members of the dominant group economic social andpolitical advantages Privilege also means rights that everyone should have but that are deniedto some people
Racism Any aspect of Canadian society that openly or subtly makes White people and Whitenessnormal and valuable while making racialized communities invisible or devaluing stereotypingand labeling people of colour as ldquoothersrdquo who are different or inferior
43
Appendices
Individual racism The beliefs attitudes and actions of individuals that support or maintainracism Individual racism can be conscious or unconscious It can be active or passive
Institutional racism The network of structures policies and practices in systems and institutionsthat give White people advantages and that discriminate oppress and disadvantage racializedpeople
RacializationRacialized Racial identities are not fixed categories They are shaped by historynationality gender class and identity politics Racial designations often differ from country tocountry The term racialization or racialized makes explicit the ways in which we are socialized todifferentiate groups of people on the basis of superficial physical characteristics where White isthe norm It emphasizes the active process of categorizing people while at the same time reject-ing ldquoracerdquo as a scientific category
Refugee Persons who have to flee their country because they have a ldquowell-foundedrdquo fear ofpersecution based on race religion nationality political opinion or membership in a particularsocial group
Religious discrimination Any institutional or individual practices that exclude and discriminateagainst a person because of their religion In Canada many workplaces do not provide equitablyfor all religions Recently the Supreme Court has ruled that employers must accommodate em-ployees whose religious observances are not recognized in the Christian-based statutory holidayssuch as Easter and Christmas Religious discrimination is often linked to other forms of discrimi-nation For example Irish Catholics were often marked by their class ethnic origins and lan-guage as well as their Catholicism Racialized Muslims often experience racism mixed withreligious discrimination
Sexism Systemic and individual practices that give men privilege make women subordinate andthat shame values identified with women
Social Location or Social Identity A personrsquos membership in a socially constructed groupThese groups are often identified according to superficial characteristics such as skin colourcountry of origin religious beliefs body form etc
Structural This approach to equity work believes that the thoughts and behaviors of the indi-vidual are created and guided by various social structures such as capitalism andor neo-liberal-ism and are therefore limited The focus for change is raising awareness of the limits and chal-lenging the structures
Systemic racism The conscious or unconscious policies procedures and practices that excludemarginalize and exploit racialized people Systemic racism is supported by institutional powerand by powerful ideas often unexamined ones which make racism look normal and justified Forexample institutions that do not have effective complaints procedures or performance appraisaland promotion processes that use equity competencies make it possible for individuals to beracist
44
Appe
ndic
es
45
Transgender person A person who is not comfortable with or who rejects some or all of thegender identity given to their biological sex This is an umbrella terms used to describe trans-sexuals transvestites or cross-dressers and intersex people
Transsexual Someone who has a very strong feeling that they are living in the wrong sex A maletranssexual needs to live as a woman and a female transsexual needs to live as a man Somebut not all transsexuals have surgery to reassign their sex Some have procedures to partiallyreassign their sex and some use hormone therapy A transsexual can be heterosexual homo-sexual or bisexualWhite Refers to people belonging to the dominant racial group enjoy skin privilege in NorthAmerica Australia New Zealand and anywhere European colonialism has created racial inequityThe term ldquoWhiterdquo is capitalized for different reasons than other racial designations ndash Aboriginaland Black The latter identities are claimed with pride in opposition to the names imposed bydominant White society One of the ways that racism operates is to leave the racial identity ofWhite people unidentified ldquoWhiterdquo is capitalized to interrupt the privilege of having Whitenessgo unnamed
White Supremacy A system based on assumption of the ldquorightness of Whitenessrdquo in whichpolitical economic and social systems result in White people having more privilege and powerthan racialized people
many of the terms in the glossary were adapted with permission from Dancing on Live Embers ChallengingRacism in Organization by Tina Lopes and Barb Thomas Toronto Between the Lines 2006
Appendices
Appendix G Focus Group Findings
The following points are the relevant themes that emerged from the focus groups The groups wereasked to answer the following questions
1 How well has your organization and the various sectors practiced an integrated approach to anti- oppression
bull overall feeling that most are doing pretty good workbull some feel frustrated that the policies etc are not fully put into practice by all staff at an
agencybull feeling that the work is silorsquod and separated ndash working on one oppression at a timebull that the work is framed from a white middle class perspectivebull the work is not happening fast or often enough ndash ie deaf woman services gaps and barriers
2 What are the effective practices in the various areas ie policies programming outreach training org development
bull be committed inventive constantly evolve vigilantbull open to change pushing for changebull inclusion at all levels of an organization working together on committees and groupsbull engage diversity responsive to different needs
3 Where are the challengesbull funding shortages piecemeal and targeted on specific groups onlybull lack of accountability lack of clear policies and proceduresbull lack of inclusivity and diversitybull lack of time to be together communicate etcworkloads of service providersbull silorsquod workbull systemic exclusion internal and societal institutions
4 Visions and suggestions for changebull core guidelines with key values ndash written down and put into practicebull accountability in staff and managementbull commitment from all levelsbull everyone open to challengebull look at themes not populationsbull community drivenbull training and toolsbull fully funded and supported by structures
5 Who would take up the facilitation of changebull not one personbull coalitionsbull community groupsbull all levels of organization including service users
46
Appe
ndic
es
Recommendation(s)
a Conduct a review of existing policies procedures and practices that organizations feel repre-sent their best efforts of an integrative anti-oppressive framework
b Working groups should be created to develop the most effective integrative policies andprograms The groups should include diverse members from different social locations com-munities and be representative of all levels of the organization including service users
c Organizations must support this work by allocating time personnel and resourcesd Organizations must demonstrate commitment to the work by reviewing all policies proce-
dures and programs through the lense of an integrative anti-oppressive frameworke A tool kit should include templates of policies and procedures to simplify the writing of work
done by the committeesworking groupf This work is not static and must be revisited regularly in order to incorporate new informa-
tiong Organizations should offer regular training and workshops on how to put an integrative anti-
oppression framework into practiceh Organizations must hold staff and volunteers accountable to adhering to agency practice by
offering training and supervision including key values in mandate and mission statementsand integrative anti-oppressive practices in personnel and volunteer policies
Focus group participants
The following organizations participated in focus groups in 2005-06 for the Integrative Anti-Oppression Project
Woman Abuse CouncilFCJ Refugee Centre519 Community CentreNelliersquosSpringtidersquos Women with Disabilities ProgramToronto Rape Crisis CentreMulticultural Women Against RapeCentral Neighbourhood HouseAccess Alliance Multicultural Community Health CentreA Commitment to Training and Employment for Women (ACTEW)Arab Community Centre of TorontoAssaulted Womenrsquos HelplineBarbara Schlifer Counselling ClinicBlack Creek Community Health CentreCentral Family IntakeErnestine Womenrsquos ShelterFamily Services AssociationFlemingdon Neighborhood ServicesKorean Canadian Womenrsquos Association
47
Appendices
Macaulay Child Development CentreSt Christopherrsquos HouseSt Joseph Womenrsquos Health CentreSt Michael HospitalStonegate Community Health CentreUrban Alliance on Race RelationsWomenrsquos Counselling Referral and Education CentreYorktown ShelterYWCA
48
Appendix H References
Dancing on Live Embers Challenging Racism in Organizations Tina Lopes and Barb Thomas Be-tween the Lines Toronto 2006
Campbell C (2003) Anti-oppressive social work Promoting equity and Social Justice Editor DrCarolyn Campbell Halifax Nova Scotia Dalhousie UniversityRetrieved Jan 22 2008httpaoswsocialworkdalcawhatisaoswhtml
Roundtable on Anti-Oppression Politics in Anti-Capitalist Movements Edited by Sharmeen Khan ndashparticipants in the roundtable Kirat Kaur Junie Deacutesil Gary KinsmanRetrieved Jan 22 2008httpuppingtheantiorgnode1380
Williams C (2003) ldquoSeeking Cultural Competence What Is It How Do You Develop It and How DoYou Know When Yoursquove Got Itrdquo In WShera (Ed) Emerging Perspectives on Anti-Oppressive Practice(pp 265 - 278) Toronto Canadian Scholarsrsquo Press Inc
- Front Page1-1
- ManualModEN2
- ManualModEN3
- ManualModENCon
-
Intr
oduc
tion
7
framework This is challenging for organizations that are inundated with direct servicedemands and have no time to develop their own materials As this work becomes morewidespread it is certain to generate more practical tools for busy agencies
Feeling overwhelmed by how broad the work isMany people doing this kind of policy work for the first time say that not having an inte-grated analysis of oppression makes it hard to change policies Organizations struggle withcompartmentalizing issues of oppression and marginalization for example we may addressracism but we donrsquot connect it to disability issues and recognize how racism impactsracialized people living with a disability Changing policies can quickly become overwhelm-ing if an organization is trying to have a different policy for each marginalized group
Integrated anti-oppression looks at how we can experience systemic oppression and per-petuate oppression at the same time in the same moment This is why the work is ongoingndash no one is an expert Being forgiving of one another can help foster an environment ofchange and learning You can do this by being open to other peoplersquos mistakes and over-sights and by noticing your own Remember that mistakes are opportunities to learn anddevelop
Being afraid of change or of losing position status privilegeWe can all expect to feel uncomfortable with change and to be afraid of losing what wehave Our society fosters feelings of instability and insecurity and encourages people to beafraid of losing what they have gained Historically marginalized groups have not had ac-cess to positions of power to the ability to make decisions or even to stable permanentfull-time positions
Systems of oppression allow some people to have success and achievement at the expenseof other people It does not have to be that way An integrated anti-oppression frameworkallows us to find ways to share access and power equally
Being afraid of not being able to accommodate everyone or of making a mistakeWhen people are afraid they can freeze and not take any action Of course everyone willmake mistakes No organizationrsquos policies are perfect examples of integrated anti-oppres-sion Nobody even knows what fully integrated anti-oppression looks like
Approach this work with honesty and integrity Build a system that allows people to ac-knowledge their limitations errors and shortcomings This will allow real change to happenConfidence will grow as knowledge and insight grow Stay committed to the work
Not having the willWorking with an integrated anti-oppression framework requires time effort commitmentand funds It asks us to be vulnerable enough to hear how we as individuals and organiza-tions oppress others in spite of our intentions Integrated anti-oppression involves workingthrough conflict and struggle This is a lot to ask But it is possible
IntroductionIntroduction
8
If we procrastinate make excuses and constantly avoid the work others may come to be-lieve that we are not committed to the work If you believe that this work is important takerisks and begin
Not having the formal power to make changesIf you do not have much formal power in the organization it will be difficult for you to be anagent of change However you can still do important work Social justice work is best donein groups Find allies and build a support network Together apply pressure to people whohave the power to change things They will find it hard to ignore a growing group of peopleIt is easier for them to disregard a single voice
Not being supported by others or doing the work aloneIt is very difficult to be the agent of change when you have little or no support from peersand colleagues If you are in this situation try to find ways for others to join the struggleEveryone will experience oppression at some point in their lives By helping them to see thatthis may make it possible for them to discover why equity is important Finding commonground is a good place to start
Everyone involved is at a different level of understandingEveryone is always at a different place in their learning People who have been anti-oppres-sion activists for years can share insights resources and information with others who arejust beginning to think about these issues Be compassionate Gently challenge yourself tokeep deepening your understanding and to help others do the same Approach everyone as apotential ally
Appl
ying
Inte
grat
ed A
nti-o
ppre
ssio
n To
Pol
icie
s
Part 2 Applying integrated anti-oppression to policies
The five steps in integrated anti-oppression policy review
Developing and revising policies can be a huge administrative task that costs a lot of money As aresult policies in community service organizations tend to stay the same for years This is a problemPolicies set out how the organization works and must be revised regularly as information changesand our knowledge grows We hope that our five-step process will make it easier to plan for andinclude integrated anti-oppression in your policy review process The five steps are
1 Set a schedule for reviewing policies
2 Create a work plan
3 Set up a Policy Review Committee
4 Review the organizationrsquos policies
5 Make recommendations
The sections below explain more about each step Appendix A includes blank copies of the forms youcan use at each step in the process
9
Applying Integrated Anti-oppression To Policies
Step 1 Set a schedule for reviewing policies
Every organization should regularly include policy review in its work plan A policy review schedulecan make sure that all of the organizationrsquos policies are examined every two or three years
The schedule should include all of your policies and say which policies will be reviewed each yearBy rotating which policies are reviewed the organizationrsquos policies will become living documentsthat change and grow as knowledge increases
Consider how many policies a committee can review in a six to eight week period Build your sched-ule to reflect the size of your organization and the number of policies you need to review
Here is a sample schedule for a small organization
Use the chart on page 26 (Appendix A) to create your policy review plan
10
etaD aerA weiverotseicilopfotsiL
1raeY lennosreP gniriHgniriF
stifeneBeeyolpmEseiciloplennosreprehtO
2raeY lanoitarepO gnimmargorPtseretnIfotcilfnoC
erusolcsid-noNytilaitnedifnoCseiciloplanoitareporehtO
3raeY srotceriDfodraoB tnemtiurceRdraoBseettimmoC
laicnaniFseicilopdraoBrehtO
Appl
ying
Inte
grat
ed A
nti-o
ppre
ssio
n To
Pol
icie
s
Step 2 Create a work plan
Once you have a policy review schedule create a work-plan for the policy review process Make sureto allow enough time for a successful and meaningful review
To help create this work plan we suggest using the Framework for Policy Review and Developmentincluded as Appendix E Here is a sample of a basic work plan
Use the chart on page 27 (Appendix A) to create your workplan Use the Framework on pages 36 to40 (Appendix E) to help you develop the work plan
otsdeentahWneppah
siohWelbisnopser
sksaT eniLemiT
tegdubapoleveD rotceriDevitucexE ctesesnepxetsaceroF 1yraurbeF
eettimmoCtiurceRsrebmeM
-srotceriDfodraoBlennosrePeettimmoC
etivniotrettelaetirWsrebmemytinummoc
dnasresuecivrestiurcerffats
1beF-retteL
skeew2-tsoP
-sweivretnIskeew2
scitsigoLeettimmoC nosiailffatSeettimmoc
srebmem
fonoitacolteSseludehcsdnasgniteem
ehtrofriahcaesoohCeettimmoc
saheettimmocerusnEnigebotsecruosereht
-gniteemtsriF41hcraM
snoitadnemmoceRtropeR
ehtforiahCdnaeettimmoc
nosiailffats
dnatroperetirWevitucexEehtottimbus
rotceriD
41yaM
nopuwolloFsnoitadnemmoceR
rotceriDevitucexEdraoBsreganaM
otkcabtroperaedivorPsrebmemeettimmoctahtsredlohekatsdnasenilemitehtseniltuo
ctesegnahcrof
52enuJ
11
Applying Integrated Anti-oppression To Policies
Step 3 Set up a Policy Review Committee
Often people think that committees are a cumbersome and time-consuming way to work Howeverworking with a diverse group is the best way to build integrated anti-oppression into the organiza-tionrsquos policies
You will need to decide the size of your policy review committee It should be large enough to includea variety of perspectives but not so large that it will be difficult to complete its work in the time setfor the process Remember to think about how many people the budget can accommodate and whoshould be represented
Committee members will have access to sensitive and confidential material For this reason theymust agree to confidentiality and sign a letter that outlines this agreement
Inviting members to joinInvite or recruit members from the community and from within the organization You should
bull use accessible language and formats in your invitationbull invite people to join well before the committee starts its work andbull give people clear information about what you expect from the committee what their
responsibilities will be and how much time the committees work will take
Who should be on the committeeMake sure that the committee reflects diverse identities and has representation from people whodo not traditionally have decision making power
bull the majority of the committee should identify as racialized or aboriginalbull the majority of the committee should be people who have no or little decision-making
power in the organizationbull all committee members should identify part of their social location as a member of a
marginalized group andbull as a whole the committee should represent the demographic of people who use the
organizationrsquos service
Make sure that your committee includes representation from people who will be impacted by thepolicy such as
bull community members including service usersbull Volunteersbull Frontline staffbull Managementbull Board
People who sit on behalf of the Board of Directors and management must be able to make decisionsand speak on behalf of the decision-makers they represent Make sure they are clear about whatprocess they should use to check in and communicate with the board or management
Supporting the committeeThe organization must fully fund the participation of all committee members This includes moneyfor transportation child care interpretation accessible space and attendant care An honorariumshould be given to committee members who are community members
12
Appl
ying
Inte
grat
ed A
nti-o
ppre
ssio
n To
Pol
icie
s
Ideally the organization shouldbull Provide financial support to everyone without stigmatizing those members who are
poor or who identify as marginalized socio-economically In addition the organizationmust work with members who receive social assistance to make sure that they arenot penalized for any financial support they get for doing this work Perhaps one ofthe first policies the committee could review is the Honorarium policy or the policiesabout Committee Membership
bull Supply a resource person to the committee Their role is toi keep notes of the meetingsii make notes about recommendations for how policies should be revisediii research legislative benchmarks human rights provisions employment
standards and any other matters as needediv create information packages for committee members that include relevant
internal documents such as complaints salary and benefit grids and collec-tive agreements
v report back to the organization on the committeersquos progress or on issues thatneed broader discussion
If this person is a staff person with other responsibilities they should be given timeto work on this process Committee work should not be added on to their otherduties and squeezed in when possible Allocating staff time for this work is one wayto make sure it has priority within the organization
bull Develop terms of reference for the committee It should include a statement of thecommitteersquos mandate The terms of reference should include details of the scopeand boundaries of the work the timelines and the responsibilities of the committeeas a whole and of the facilitators (See Appendix B for sample terms of reference)
bull Ensure all committee members have a copy of the organizationrsquos anti-discriminationandor anti-harassment policy In addition consider developing some guidelines forconflict resolution (see Appendix C for a sample of conflict resolution guidelines )
bull Develop an agenda for the meetings For the first meeting the agenda should in-clude
i choosing a facilitator and co-facilitatorii reviewing the terms of referenceiii introduction to the process and each otheriv schedule of meetingsv introduction to the package of materialsvi expectations and role of the committeevii discussion about the power differences between committee members and how the committee should be mindful of this while making decisionsviii guidelines for decision making (see Appendix D for a sample of a decision making chart)
Ask the committee members to provide feedback on their experiences working on this projectafter they go through the whole policy review process This will support the organization toidentify and alleviate barriers and improve the process for the next round
13
Applying Integrated Anti-oppression To Policies
Step 4 Review the organizationrsquos policies
Once the committee is ready to begin work it should review each policy We have developed ques-tionnaires to help facilitate discussion of the three vital questions at this stage of the processnamely
bull how accessible is the policybull how are different people affected by the policybull how can the policies be changed to truly include everyone
Blank copies of these questionnaires are included in Appendix A
To help you understand how to use these tools we have included questionnaires that have beencompleted in response to the following policy provided by Springtide Resources Please note thatthis is an old version of one of our policies Springtide Resources has recently used the integratedanti-oppression framework to update all of its policies
Sample policy ndash PAID HOLIDAYS(from Education Wife Assault (EWA)ndash the name for Springtide Resources before 2006)
EWA staff will be paid for ten statutory holidaysNew Yearrsquos Day Canada day Thanksgiving Day BoxingDay Good Friday Christmas Day Labor Day Victoria DayEaster Monday Civic Holiday
A religious holiday of the employeersquos choice may be substituted forEaster Monday
Permanent part-time staff who work 21 hours a week are entitled to allstatutory holidays
Building Closure
When the EWA offices are closed between Christmas and New Yearrsquosemployees will be paid for these days
14
Appl
ying
Inte
grat
ed A
nti-o
ppre
ssio
n To
Pol
icie
s
How accessible are your policiesThe questions in this section are designed to help you think about whether the policy documents areaccessible ldquoAccessiblerdquo includes where the policy is physically located its format and how mean-ingful the policy is The best policies will be representative and make sense to a variety of users
To make policies accessible you should aim toKeep the policies in a place where anyone who wants to read them can access themwithout barriersMake sure that the policies can be and are translated into different and appropriatelanguage and cultural interpretations as well as physical formatsUse language that is clear and direct rather than full of jargonUse wording that makes the policy intentions easy to understandHave a clear statement about who the policy applies to and who is responsible forputting it into practiceBeing flexible in the policy to allow for different cultural beliefs and values unlessthere are legal reasons to limit your flexibility
Questions for discussionTo check your policies for accessibility use these questions in your discussion
1 Is the policy in a barrier-free location
2 Is the policy available in different formats Do we invite comment about the format
3 Is the policy written in language that is easy for most clients and all staff to understand Lookfor jargon that only makes sense to workers in your organization but is not recognized by others
4 Can the policy be easily translated to other languages
5 Does the policy say who it affects Does it say who is responsible for implementing it
6 Does the policy reflect various cultural beliefs and values This question can lead to a toughdiscussion about cultural beliefs and values that may undermine social equity There are nofast and easy answers but again the policies should be living documents that change and adaptto our new information and knowledge about difference
7 If there is a process in the policy are the steps flexible and adaptable to accommodate differ-ences
8 Does the policy invite people to give feedback and comments about what it says
Record your decisions on the form ldquoHow accessible is this policyrdquo This form is on page 28 (AppendixA)
15
Applying Integrated Anti-oppression To Policies
Here is how we used our questionnaire to assess our policy about Paid Holidays
How accessible is this policy
16
seYsdeeN
krownoitnettAfosaerA
aniycilopehtsInoitacoleerf-reirrab
X ehtnoyllacinortceleelbaliavaylnOrevres
seicilopehtsseccanacffatsylnO
tnereffidnielbaliavaycilopehtsIstamrof
ehttuobatnemmocetivniewoDtamrof
X
X
ffodetnirpnehw-tnirpnielbaliavaylnOrevreseht
enoynamorfkcabdeefdeticilostnevaH
egaugnalninettirwycilopehtsIdnatsrednuotysaesitaht
X yrotutatSeinograjemossesUdetlitssiegaugnaL
nepogninaemehtsevaelegaugnalemoSnoitaterpretniot
ylisaeebycilopehtnaCsegaugnalrehtootdetalsnart
X
tiohwyasycilopehtseoDstceffa
rofelbisnopsersiohwyastiseoDtignitnemelpmi
X seeyolpmednaffatsemit-trapseifitnedIrofelbisnopsersiohwyfitneditonseoD
noitatnemelpmieraffatsrehtowohyfitneditonseoD
detceffa
suoiravtcelferycilopehtseoDseulavdnasfeileblarutluc
X emitdiaptegelpoepdnadesolcsieciffOsyadilohnaitsirhCrofffo
rosnoitarbeleclarutlucsyadilohrehtOdenoitnemtoneraslautir
ycilopehtnissecorpasierehtfIdnaelbixelfspetsehtera
etadommoccaotelbatpadasecnereffid
X dewollasinoitutitsbusenO
otelpoepetivniycilopehtseoDstnemmocdnakcabdeefevig
syastitahwtuoba
X gniydemeryfitneditonseodycilopehTspets
wohyfitnedirokcabdeefticilostonseoDsmelborpehtsserddaot
Appl
ying
Inte
grat
ed A
nti-o
ppre
ssio
n To
Pol
icie
s
How do our policies affect different peopleThe questions in this section are designed to facilitate discussion about the impacts of policies ondiverse lived experiences Some questions can be answered with yes or no responses and othersrequire more information The term ldquoimpactrdquo in this context is used in a broad sense to refer to bothbenefits and restrictions
To consider how people are affected you should aim for a policy thataffects people equitablyincorporates values that are of similar importance for people with different livedexperiencessays what it does not do and outlines steps to changewas created with input from the range of people who are affected by it
Questions for discussionTo check how your policies affect different people use these questions in your discussion
1 How has the policy been implemented What procedures and practices have resulted
2 Who benefits from this policy How
3 Who does not benefit How
4 What are the barriers to equitable impacts What are the kinds of barriers (legislated finan-cial etc)
Record your decisions on the form ldquoHow does this policy affect different peoplerdquo This form is onpage 29 (Appendix A)
17
Applying Integrated Anti-oppression To Policies
Here is how we used this questionnaire to assess our policy about Paid Holidays
How does this policy affect different people
noitseuQ noitnettAfosaerA
detnemelpmineebycilopehtsahwoHevahsecitcarpdnaserudecorptahW
detluser
ecitcarP rosivrepusriehttelyllabrevffatSasekamdnasyadilohgnihctiwserayehtwonk
teehsemitrehnoetonecitcarP diaprofelbigiletoneraohwffats
krowtsumsyadtatsnokrowotesoohcohwroemitemohmorf
enoyreveerusneotroycnetsisnocrofserudecorpoNycilopehtwollofotwohswonk
ycilopsihtmorfstifenebohW
woH
syadilohnaitsirhCetarbelecohwffatS
tegyehTohwsrehtohtiwyojneotffoemitdiap-
syadilohlarutlucrosuoigilerralimisetarbelecemocnitsolon-
tifenebtonseodohW
woH
yehtesuacebetarbelectonodohwffatSdesolcerasrehtoynamnehwkrowodotyrt-secifforehtoynamnehwffoemitekattsum-
nepoeraffoemittegotelggurtstsum-
yehtesuacebelbigiletoneraohwffatSdnaemocnignisolneewtebesoohctsum-
)etarbelecyehtfi(yadilohnokrowotgnivah
otsreirrabehtyfitnediuoynaCyehteraepyttahWstcapmielbatiuqe
)ctelaicnanifdetalsigel(
ffoemitdiapdetalsigeL
llaevigotdroffatonnac-stniartserlaicnaniFffoemitdiapffats
tnemucodotecalpniserudecorpevahotevaHsesoprupytilibailrofstnemegnarraevitanretla
dnasnoitseuqstnemmoctahWycilopsihttuobaevahelpoepodstnialpmoc
serudecorpdnasecitcarpehtrodetaercsahycilopsihttaht
ytinummocsresuecivresffatsehtodtahWsihttuobayassreetnulovrosrebmem
ycilop
ynaedivorpdluohsnoitazinagroehTdnalamroftuobaevahyehtnoitamrofni
ehtotycilopsihttuobastnialpmoclamrofniweiverrofeettimmoCyciloP
18
Appl
ying
Inte
grat
ed A
nti-o
ppre
ssio
n To
Pol
icie
s
What are the gaps in policy and what can we do to make changesThe questions in this section are exploratory to help begin discussions to identify gaps and generateideas for change Use a flipchart with the questions as headers This will allow everyone to contrib-ute and build on the information and ideas
Questions for discussion
1 Does the policy recognize and identify how different people will be affected
2 Is the policy flexible enough to respond to the different lived experience that people have
3 If the policy is not flexible does it say what the organization will do to change this Does theplan for change include timelines
4 Does the policy say how people can give input or feedback about how the policy affectsthem What comments questions and complaints do people have about this policy or thepractices and procedures that this policy has created
5 Does the policy include diverse cultural norms and values What are they
Record your decisions on the form ldquoPolicy gaps and what we can dordquo This form is on page 30 (Ap-pendix A)
19
Applying Integrated Anti-oppression To Policies
Here is how we used this questionnaire to assess our policy about Paid Holidays
Policy gaps and what we can do
20
seYsdeeN
krownoitnettAfoaerA
tnereffidwohyasycilopehtseoDdetceffaeblliwelpoep
X ybstcapmilaitnereffidseifitneditIdnaffatsemittrapgnigdelwonkca
-retsaEetarbelectonodohwesohtsrehtoon
othguoneelbixelfycilopehtsIdeviltnereffidehtotdnopser
evahelpoeptahtsecneirepxe
X ehtotsseccaffatsemittrapsreffOylno-ffoemityadilohnaitsirhCdiap
)sruoh12revo(ffatsemittrapniatrecdeifitnedisrehtoon-
tiseodelbixelftonsiycilopehtfIodlliwnoitazinagroehttahwyas
sihtegnahcot
edulcniegnahcrofnalpehtseoDsenilemit
X
X
oN
oN
elpoepwohyasycilopehtseoDtuobakcabdeefrotupnievignac
mehtstceffaycilopehtwoh
X deticilostonsinoitamrofnioN
esrevidedulcniycilopehtseoDseulavdnasmronlarutluc
yehteratahW
X ssalcfonoitingoceremossierehTotsrekrowemittraprof-seussi
emostifenebyadilohsuoigilerenosierehT
emos-dewollanoitutitsbusecnereffidfonoitingocer
Appl
ying
Inte
grat
ed A
nti-o
ppre
ssio
n To
Pol
icie
s
Step 5 Make recommendations
Once the committee has assessed the policies it must create a report that outlines its recommenda-tions The report should summarize how each policy could be improved To come up with recommen-dations for improving each policy the committee can review comments from the questionnaires
The main question in this step of the process is What would improve this policy so that it inte-grates anti-oppressive practice Use flipchart paper to record ideas This allows committee mem-bers to share information and build upon each otherrsquos ideas
Facilitate the discussionThere will be different perspectives and ideas about what changes will benefit people and how toaccomplish these changes Because of this there is potential for conflict Here are some hints tohelp make sure that this discussion will lead to recommendations that can help your organization
Ask the committee to choose a facilitator for the discussion Their role isto support everyone in being heardto solicit all ideas and perspectivesto make sure that opposing viewpoints or challenges are given and received in afriendly and open mannerto help the committee build consensus andto finalize recommendations
The facilitator should not offer ideas to the discussion Their role is to help make sure all of thecommitteersquos ideas are recorded The organization may choose to hire an outside facilitator for thispart of the discussion
Have the facilitator review the committeersquos Terms of Reference and Conflict Guidelines Remindeveryone that this is ongoing work
Write a reportFor each policy the committee should write a recommendations report
This report has three columns
Write the committeersquos recommendations in the left-hand column The recommendations may rangefrom fairly simple to quite complex They can be one-time actions or multi-staged changes
The committee should leave the two columns on the right empty ndash these will be filled out by deci-sion-makers in the organization They will review the recommendations and decide what to do withthem
noitadnemmoceR elbisnopsersiohW enilemiT
21
Applying Integrated Anti-oppression To Policies
Assessing the recommendationsAs soon as possible the decision-makers in the organization should review the recommendationsand fill out the right-hand columns of the recommendations report The management or Board ofDirectors must decide Who is responsible They must also set a Timeline
The organization is not required to act immediately on all of the committeersquos recommendationsSome recommendations may not be possible or viable in the immediate future and may need longerterm planning
To decide how to implement the recommendations the decision-makers should considerbull how urgent the issue isbull the workloads of the staff involved in changing the policybull the fiscal timingbull what research the organizations needs andbull how much time the organization needs to prepare
For example a policy change that does not involve employment standards or financial supports couldbe implemented fairly quickly A policy change that involves rewriting translating and adaptingpolicies will takes time so it may not be implemented until well after the organization has finishedtaking care of its year-end reporting responsibilities
Once the Board or management has done this work they should give copies of their completedreport to every member of the committee and to all staff volunteers and community members whoare affected by the policy This helps keep the policy process open and helps people feel that thepolicy process is collaborative among everyone in the organization
Use the ldquoReport of recommendationsrdquo chart on page 31 (Appendix A) to record your decisions
22
Appl
ying
Inte
grat
ed A
nti-o
ppre
ssio
n To
Pol
icie
s
Here is a sample report of recommendations
Report of recommendations
23
noitadnemmoceR elbisnopsersiohW enilemiT
diapwollaottnemetatsycilopegnahCsuoigileraevahtahtsyadilohyrotutats
yllacificepsnoitcennoclarutlucroyadirFdooGyaDgnixoByaDsamtsirhC
otyaDsraeYweNdnayadnoMretsaErosuoigilerhtiwdegnahcxeeb
toneratahtsetadtnatropmiyllarutlucsdradnatstnemyolpmeehtnideifitnedi
tca
ehtfoeettimmoCyciloPsrotceriDfodraoBrotceriDevitucexE
shtnom6nihtiW
neewtebeciffoehtesolctonoDdaetsnIsraeYweNdnasamtsirhC
tahtsyadretaolfsaesohtreffoyehtrevenehwekatnacseeyolpme
esoohc
ehtfoeettimmoCyciloPsrotceriDfodraoBrotceriDevitucexE
shtnom6nihtiWtxenehterofeb(
)erusolc
nitnemyolpmefoslevelehtllayfitnedItcartnocsahcusnoitazinagroeht
sruoh12nahtsselemit-trapsrekrowrofseifilauqhcaerehtehwyfitnedIcte
ffoemitdiap
ehtfoeettimmoCyciloPsrotceriDfodraoB
shtnom3nihtiW
hcussmretniatrecfosnoitinifedddAycilopehtotsyadilohyrotutatssa
oiratnOehtotecnereferekaMtahtnoitalugeRsdradnatStnemyolpmE
ycilopsihtstceffa
ehtfoeettimmoCyciloPsrotceriDfodraoB
shtnom3nihtiW
ycilopehtfoypocdrahatuotnirPseiciloprehtohtiwrednibanitituP
siohwenoyreveerehwrednibehtecalPdnatisseccanacycilopehtybdetceffa
tidaer
rotceriDevitucexEsreganaMmargorP
shtnom3nihtiW
emitynanisyadfoegnahcxeedulcnIswonkenoyrevetahtoserudecorpffo
odottahw
rotceriDevitucexEsreganaMmargorP
shtnom6nihtiW
Appendices
Part 3 Appendices
Appendix A Forms
Appendix B Sample Terms of Reference
Appendix C Sample Conflict Resolution Guidelines
Appendix D Sample Decision Making Chart
Appendix E Framework for policy development and review
Appendix F Glossary of Anti-Oppression Terms
Appendix G Focus Group Findings
Appendix H References
24
Appe
ndic
es
Appendix A Forms
bull Plan for policy reviewbull Work planbull How accessible is this policybull How does this policy affect different peoplebull Policy gaps and what we can dobull Report of recommendations
25
Appendices
Plan for policy review
26
etaD aerA weiverotseicilopfotsiL
1raeY
2raeY
3raeY
Appe
ndic
es
Work plan
otsdeentahWneppah
siohWelbisnopser
sksaT eniLemiT
27
Appendices
How accessible is this policy
seYsdeeN
krownoitnettAfosaerA
aniycilopehtsInoitacoleerf-reirrab
nielbaliavaycilopehtsIstamroftnereffid
tuobatnemmocetivniewoDtamrofeht
ninettirwycilopehtsIrofysaesitahtegaugnal
dnatsrednuotstneilctsom
ylisaeebycilopehtnaCrehtootdetalsnart
segaugnal
tiohwyasycilopehtseoDstceffa
siohwyastiseoDrofelbisnopser
tignitnemelpmi
suoiravtcelferycilopehtseoDseulavdnasfeileblarutluc
ehtnissecorpasierehtfIspetsehteraycilop
otelbatpadadnaelbixelfsecnereffidetadommocca
etivniycilopehtseoDkcabdeefevigotelpoep
tahwtuobastnemmocdnasyasti
28
Appe
ndic
es
How does this policy affect different people
snoitseuQ noitnettAfosaerA
neebycilopehtsahwoHdetnemelpmi
evahsecitcarpdnaserudecorptahWdetluser
ycilopsihtmorfstifenebohW
woH
tifenebtonseodohW
woH
otsreirrabehtyfitnediuoynaCeraepyttahWstcapmielbatiuqe
)ctelaicnanifdetalsigel(yeht
dnasnoitseuqstnemmoctahWsihttuobaevahelpoepodstnialpmocserudecorpdnasecitcarpehtroycilop
detaercsahycilopsihttaht
ecivresffatsehtodtahWrosrebmemytinummocsresu
ycilopsihttuobayassreetnulov
29
Appendices
Policy gaps and what we can do
seYsdeeN
krownoitnettAfosaerA
wohyasycilopehtseoDeblliwelpoeptnereffid
detceffa
lliwelpoeptahttimdatiseoDsyawtnereffidnidetceffaeb
hguoneelbixelfycilopehtsItnereffidehtotdnopserot
elpoeptahtsecneirepxedevilevah
elbixelftonsiycilopehtfIehttahwyastiseod
otodlliwnoitazinagrosihtegnahc
egnahcrofnalpehtseoDsenilemitedulcni
wohyasycilopehtseoDrotupnievignacelpoepehtwohtuobakcabdeef
mehtstceffaycilop
edulcniycilopehtseoDdnasmronlarutlucesrevid
seulav
yehteratahW
30
Appe
ndic
es
Report of recommendations
noitadnemmoceR siohWelbisnopser
enilemiT
31
Appendices
Appendix B Sample Terms of Reference ndash Policy Review Committee
PreambleINSERT YOUR ORGANIZATION NAME is committed to applying an integrated anti-oppression frame-work to all undertakings of the organization To that end the organization will ensure that all poli-cies will be regularly reviewed and updated to reflect an integrated anti-oppression perspective
MandateThe mandate of the Policy Review Committee is to review the policies listed below with the objectiveof providing the organization with feedback and recommendations as to how the policies can betterreflect an integrated anti-oppression analysis The committee may also recommend the deletion oraddition of policies in this process
Type of Committee
The Policy Review Committee is a short term project based committee composed of communitymembers from the service area of YOUR ORGANIZATION NAME and frontline staff managementvolunteers Board and people who have accessed our service
Composition
Members should self-identify in one or more of the following waysbull racialized or aboriginalbull people who have little or no decision making power in the organization including service usersbull members of a marginalized groupbull representative of the demographic of organizationrsquos community
Timeline
The committee will complete the said work in a period of not longer than INSERT DATE HERE (3months from the start date of the review)
Deliverables Recommendations Report
Scope
Committee members shall have access to the policies of the organization mission statement by-laws salary grids collective agreements board meeting minutes complaints received strategicplan and all other relevant documents with the exception of the followingbull personnel filesbull in-camera Board meeting minutesbull client filesbull private legal material
32
Appe
ndic
es
Appendix C Sample Conflict Resolution Guidelines ndash Policy ReviewCommittee
PrinciplesIt is in places of conflict that the potential for change exists Conflicting ideas beliefs and valueswill ensure a rich dialogue and essential learning opportunities for everyone Committee membersare charged with reminding themselves that the committee exists in the service of the organizationwith the ultimate goal of better serving the community Each person on the committee has theresponsibility to deal directly with each other and commit to engaging with each other as allies inthis work
The organization will endeavor to assemble the relevant material that will be useful in meeting theobjectives of the committee prior to the beginning of the project and will ensure that any relevantmaterials will be delivered to the committee as quickly as possible
The decisions and recommendations of the committee do not bind the organization into action TheBoard of Directors andor Executive Director of the organization will review the recommendations ofthe committee and ultimately decide what can be instituted
Budget and Additional Resources
The Policy Review Committee has a budget of $$$$$ The budget will cover the committee costs- member expenses childcare travel long distance calls honorarium- meeting expenses accessible meeting room refreshments conference calls- accessibility expenses ASL interpretation note taking attendant care- supplies photocopying office supplies
Staff resource- maintain minutes and discussion notes for the committee- retrieve documents that the committee requires- assist in organizing meetings and refreshments for meetings
Meetings
Meetings will be held at an accessible meeting space ndash onsite at the organization if possible
The committee is responsible to elect co-chairpersons during the first committee meetingThe responsibilities of the co-chairs in consultation with the whole committee are tobull organize meetingsbull develop the agendabull organize committee communicationbull keep committee members on taskbull organize the completion of the final reportbull maintain communication with the organization including updates requests concerns etc
33
Appendices
34
Remember that resolving conflict does not necessarily mean that a person will change their view-point or opinion A resolution of conflict implies that each party has had the opportunity to sharetheir perspective be heard have opportunity for discussion and then have closure
How we deal with our colleagues when we have a different opinion or viewpoint can either open usup to new learning or shut us down The following are some key points to keep in mind
i Recognize that conflict is a healthy part of communication if all parties understand theirresponsibilities in the process
ii Parties should approach the process with the idea of creating a learning environmentiii Parties should be prepared to listen to each other ndash that is really listen without interrupt-
ing or preparing your argument in your headiv If you are challenging a statement made by another person ndash it is important to state
concisely where you believe the problem lies and if it furthers the learning moment tostate the impact on yourself
v Do not belabor the point or make comments about the otherrsquos motivation for the state-ment (ie They are ignorant bigoted etc)
vi The person who has been challenged should take away the information to think aboutwhere their learning lies ndash the statement back to the challenger should include how youwill approach the information that was shared with you from the other person
vii If you do not agree with the challengerrsquos view ndash further dialogue may be necessaryviii State your own view and where you believe the problem liesix Each person is responsible to think critically about the otherrsquos view with a goal of finding
common ground andor compromise andor the decision to agree to disagree ndash which isallowing space for differing points of view
x It is important that both parties do not disengage from the process by complaining orexpressing dissatisfaction about the other person to other people ndash that kind of behaviorlowers the integrity of the process and the party who engages in it
xi Try to understand each otherrsquos perspective without judging the person or making assump-tions about each other
Co-chairs responsibilitiesbull reminding members of the guidelines of conflict resolutionbull arranging time in the agenda to address conflict in the groupbull mediating conversations between the parties in conflictbull negotiating resolutionbull If the conflict is in regards to making a decision The co-chairs should refer to the decision
making guidelines
The guidelines presented above should not be used in situation of discrimination and abuse Inthose situations the committee should follow the procedures in the organizations anti-discriminationor anti-harassment policies
Appe
ndic
es
35
snoitpO snosaeRstifeneBrof
snosaeRsmelborPtsniagA
puorGnoisiceD
rofsnosaeRnoisiceD
Appendix D Sample Decision Making Chart ndash Policy Review Committee
Appendices
36
App
endi
x E
Fra
mew
ork
for p
olic
y re
view
and
dev
elop
men
t
We
deve
lope
d th
is fr
amew
ork
duri
ng th
e fir
st p
hase
of t
his
proj
ect
Its
purp
ose
is to
hel
p or
gani
zatio
ns u
se a
n in
tegr
ated
ant
i-opp
ress
ion
fram
ewor
k ap
proa
ch w
hen
revi
ewin
g an
d de
velo
ping
pol
icie
s
NOITSE
UQ
EG
NELLAH
CES
NOPSE
R
esoprupeht
sitah
Wrodna
ycilopsiht
foerudecorp
erusneotyrassecen
siycilop
aneh
wwonk
ottluciffid
ebn ac
tIruoy
tahterusne
otdna
seicilopyna
moot
gnitaercton
erauoy
ehtgniyfitnedI
stnemetats
gnitcilfnocgnika
mton
e raseicilop
edivorpsalle
wsa
sllaftipeseht
diovapleh
nacesoprup
otyrassecen
eblliw
serudecorptah
wdna
wohot
sanoi tcerid
esoprupeht
teem
bull bull bull bull
ycilopeht
rofelanoitar
ehtedivorP
tnetniytiuqe
ehtyfitnedi
ylraelCseitilibisnopser
evitalsigelyfitnedI
)s(ycilopetairporppa
ehtot
serudecorpkniL
tifycilop
ehtseo
Dycnega
ehtnihti
wnoissi
metad nam
rodnatne
metatsseulav
fotne
metatssfeileb
dna
woH
dnaetadna
mrieht
eniltuotaht
stnemetats
evahseicnega
ynaM
roFetadna
meht
teemlli
wyeht
wohtuoba
sfeilebrieht
elpmaxe
nasi
nemo
wllatsniaga
ecneloivlladne
otelpmaxe
er usneneht
tsum
wolloftaht
seiciloPtne
metatsnoissi
ma
fotsniaga
ecneloivgnitauteprep
tonsi
noitazinagroeht
tahtnoisserppo
ronoisulcxe
fomrof
ehtni
nemo
w
bull bull bull bull bull
fotne
metatsstnemucod
tnavelerllaweiveR
ctetnemetats
noissimetadna
msfeilebeht
stroppusycilop
ehtfi
enimrete
Detadna
mnoissim
seitiugibma
ehtyfitnedI
seulaveht
htiw
st sartnocycilop
ehtfi
enimrete
Dnoitazinagro
ehtfo
ycilopeht
oteka
mnac
uoysegnahc
ehtyfitnedI
tievorp
miot
tifyc ilop
ehtseo
Deht
htiw
snoitazinagronoitisoplacitilop
wo
H
tahtnoitisop
nasitrapa
naem
tonseod
noitisoplacitilopA
ynamrehtaR
ytraplacitilopralucitrap
astroppus
seussiralucitrap
nosnoitisopdepoleved
evahsnoitazinagro
noitazinagrotsini
mefa
ebya
mnoitazinagro
ruoyelp
maxeroF
dluow
serudecorpdna
seicilopruoy
noitazinagrotsini
mefa
sAytiuqe
yapeikro
wemarf
ytilauqesna
mow
awollof
ctestifenebrevigeracyli
mafdednapxe
bull bull
snoitisoplanoitazinagroeht
ssucsiddna
yfitnedItub
nettirwnu
erataht
seussilaicosgnidrager
esohtfo
emoS
noitazinagroruoy
nihtiw
tsixeyap
msireetnulovsvrobal
diapedulcniya
mcteseussi
htlaehlatnemytiuqe
-tne
metatsfeileb
aot
snoitisopetairporppa
ddAtsixe
tonseod
enofi
enoetaerc
ro
Appe
ndic
es
37
NOITSE
UQ
EG
NELLAH
CES
NOPSE
R
teem
ycilopeht
seoD
sdradnatsmu
minim
noitalsigelrobal
fosthgir
namuh
ycavirpnoitalsigelrednufnoit alsigel
dnastne
meergalautcartnoc
rehtostne
meerga
mehtdeecxe
tiseo
D
lautcartnocdna
evitalsigeltee
mylraelc
dluohsseiciloP
nettirw
si)noitalsigel
ytiuqeneve(
noitalsigeLseitilibisnopser
ehtno
desabsi
tahtkro
wemarf
erutluctnani
moda
morfeht
tcetorpot
keesyehT
spuorgsuonego
mohfo
noitpmussa
elpoepfo
sthgireht
ecnavdatonelpoep
dezilanigram
fosthgir
dnoyebog
dluohsseicilopkro
wemarflanoitcesretni
naylppa
oTsdradnatsla
minim
bull bull bull bull
snoitazinagroeht
dnatsrednudna
weiveR
waleht
rednuseitilibisnopser
seitilibisnopserdnatsrednu
dnastcartnoc
weiveRstcartnoc
fos
mreteht
rednullaf
snoitatcepxemu
minim
ehtereh
wyfitnedI
sseccaot
tnemevorp
midna
tnemecnavda
fot rohs
ytiuqedna
lauqetroppus
nacnoitazinagro
ruoysya
wyfitnedI
ytinutroppo
sihtseod
woH
erudecorpycilopeht
tc apmi
snoitazinagrotegdub
fI
mehttne
melpmi
ottcap
miyrategdub
evahod
seicilopyna
Mot
elbissopmi
emoceblli
wycilop
ehtdezingocer
tonsi
sihttub
ycilopdab
asi
tiesuaceb
ton-
dedracsideb
dnawollof
rofdetnuocca
tonere
wnoitatne
melpmi
fostsoc
ehtesuaceb
bull bull bull bull
htiw
detaicossastsoc
ehtllayfitnedI
ycilopeht
fonoitatne
melpmi
ralugerfo
trapera
stsoceht
erehw
yfitnedIedulcni
dluow
reganam
foyralaSei
-ssenisub
noisivrepusffats
stsoclanoitiddayfitne dI
ylgnidroccategduB
otelbisnopser
sioh
Wsi
ycilopsiht
erusnedna
dootsrednudecrofne
elbisnopsersi
ohw
etatsylraelc
tsum
serudecorpdna
seiciloPhcaEssenevitceffe
gnitaulavedna
gnirotinomtuo
gniyrracrof
detatsylraelc
e bdluohs
elorsnosrep
bull bull
diapnudna
diapfo
selorsuoirav
ehtyfitnedI
noitazinagroeht
fosreb
mem
ehttuo
yrraclliw
ohw
srebme
meht
yfitnedIsreb
mem
ehtetaulave
dnaesivrepusserudecorp
ycilopeht
etaulavedna
weiveretaerc
Appendices
38
NOIT
SE
UQ
EG
NELL
AH
CE
SN
OP
SE
R
eht
sita
hW
rof
msina
hcem
lacitirctnial
pm
ockca
bdeef
tegtaht
stnemucod
gnivileb
dluohsserudecorp
dnaseiciloP
ottnatrop
misi
tieroferehT
sevorpmi
gninraelruo
saretteb
rokcabdeef
edivorpnac
detceffaesoht
wohetats
yl raelcro
elbaeganamnu
evitceffenievorp
yehtneh
wfinialp
mocevisserppo
bull bull bull
seifitnediylraelc
tahtycilop
stnialpmoc
aetaer
Csreb
mem
diapnudna
diaprof
ssecorpeht
srebme
mytinu
mmoc
dnastneilcsresu
ecivrestI
elbisseccas i
ssecorpstnialp
moceht
erusnEyllacisyhp
nacsklof
erehw
decalpeb
dluohselbissecca
tnereffidni
dereffodna
tissecca
nialpraelc
ninettir
web
osladluohs
tIsta
mrofelpoep
ybdessecca
ebnac
titaht
osegaugnal
slevelycaretil
suoir avhti
wycilop
ehtrof
kcabdeefrof
ssecorpeht
yfitnedI
weiver
eb
ycilo
pe
htlli
ww
oH
otdetaci
nu
mm
oce
blli
wo
hw
eso
ht ti
yb
detceffa
ehtyb
detceffeesoht
llaot
tnediveeb
dluohscorpseiciloP
tnatropmi
sinoitacinu
mmoc
fonalp
agnitaer
Cse
moctuobull bull bull bull bull bull
elbisnopsereb
lliw
ohw
elpoepeht
folla
yfitnedIeb
lliw
ohw
esohtdna
noitatnemelp
mirof
noitatnem elp
mieht
ybdetcap
misdnik
tnereffideht
sseccafo
stniopeht
yfitnedIyrassecen
sseccafo
sepytdna
noitatnemelp
mirof
elbisnopseresoht
llaerusnE
seitilibisnopserrieht
tuobaraelc
eraot
ycilopetacinu
mmoc
otnalp
ehtyfitnedI
s rebme
mytinu
mmoc
dnastneilcsresu
ecivresrehto
dnaegaugnal
ycaretilsserdd
Aseussi
ytilibisseccaseussi
eseh tsserdda
otnalp
aetaer
C
Appe
ndic
es
39
NOITSE
UQ
EG
NELLAH
CES
NOPSE
R
weivereht
sitah
Weludehcs
ehtodlli
woh
W
weiver
deweiver
ebdluohs
stnemucod
gnivilsa
serudecorpdna
seiciloPdluohs
ssecorpehT
tnemevorp
mirof
yltnetsisnocdna
ylralugernI
kcabdeefrof
ytinutroppoedivorp
otsa
oseludehcs
aedulcni
dnaseicilop
ehtyb
detceffaesohtlla
morftupni
tegot
redrotahtnesohc
rodetov
ebdluohs
sreweiver
fomaet
aserudecorp
sevitcepsrepfo
esabdaorb
atneserper
bull bull bull
roylraey-
seicilopfo
weiverrof
enile
mita
teSylraey-ib
ebdluohs
tahtspuorg
redlohekatseht
yfitnedIytisrevid
otnoitnetta
htiw
weivereht
nidevlovni
dnassenevitceffe
ehtssessa
otsloot
edivorPycilop
hcaefo
ytiuqe
ycilopsiht
seoD
egnellahclahcrairtap
laicosevisserppo
wo
Hs
mron
gnignellahcflesti
nisi
krowe
marfdetargetni
nagniylppA
neebevah
sufo
ynam
sareve
woHs
mronerutluc
tnanimod
morftrats
dluohse
wsdradnats
naciremA
htroN
ybdenoitidnoc
nide
marfeblli
wserudecorp
dnaseicilop
ruotaht
esimerp
ehtksa
otevah
ew
eroferehTsfeileb
dnaseulav
erutluctnani
modgnidlohpu
tonera
ew
erusnetaht
snoitseuqfo
seiresa
sevle sruonoisserppo
fos
metsysdehcnertne
bull bull bull bull bull bull bull
noisserppodna
yhcrairtapfo
seussieht
yfitnedIycilop
hcaeni
tnerehninihti
wseussi
esehtegnellahc
otwoh
ezigetartSnoitazinagro
ruoygnika
mnoisiced
ehtni
ycnerapsnarteht
weiveRsessecorp
seodtah
Weisevlesruoyrof
snoitseuqetaerC
noitazinagroruo
niekil
koolre
wopycilop
ehtmorf
stifeneboh
wyfitnedI
revore
wopa
dlohpuseicilop
hcihw
enimrete
Dkro
wemarf
emit-lluf
derihsteg
ohWei
-snoitseuq
ksAsi
erehW
denimreted
sihtsi
woH
emit-trap
senimreted
ohW
tegdubeht
nitneps
yenom
seitiroirp
Appendices
40
NOITSE
UQ
EG
NELLAH
CES
NOPSE
R
ehteblli
wtah
Wno
tcapmilaitnereffid
spuorgdezilanigra
m
dnatsrednuot
tnatropmi
sitI
emas
ehtnae
mton
seodlauqEyfitnedi
otspuorg
tnereffidno
seicilopfo
stcapmi
suoiraveht
foytilibissecca
troppusot
wohdna
eilsreirrab
ehtereh
wspuorg
suoiravrof
secivresdna
tnemyolp
me
bull bull bull bull
fos
mitcivera
ohw
elpoepfo
spuorgyfitnedI
noisserppoci
metsysspuorg
suoiravno
stcapmi
ehtyfitnedI
dnaytiuqe
ecnavdataht
stcapmi
hsiugnitsiD
tonod
tahtesoht
sseccaot
sreirrabegnahc
otsya
wezigetartS
ycilopehtlli
wwo
Hnoisserppo
egnellahcnoisserppo
cimetsys
rofseicilop
weiveR bullmsicar
bullaibohpo
mohmsixesoreteh
bullmsielba
bullmsiega
bullmsixes
bullmsirtneconhte
bullmsissalc
bullmsiti
mes-itnabull
msibarA-itnabull
noitanimircsid
suoigilerbull
msilainoloc
bull bull bull
tsrifnretse
wa
sahycilop
ehtfi
enimrete
D
weivdlro
wtuoba
noitpmussa
narof
ycilopeht
ssessAnoitautis
cimonoce-oicos
dnaegaugnalytilibafo
secnereferrof
egaugnaleht
weiveRsnoitp
mussasuoigilernoitazinoloc
Appe
ndic
es
Appendix F Glossary of Anti-Oppression Terms
Ableism Prejudice and discrimination against people living with mental emotional and physicaldisabilities or differences People living with disabilities experience this discrimination segrega-tion and isolation because of peoplersquos prejudices and institutional barriers not because of thedisability or difference itself Deaf Deafened and Hard of hearing people historically have experi-enced systemic ableist oppression as well
Anti-Semitism Discrimination or violence against Jews Judaism and the cultural intellectualand religious heritage of Jewish people The word Semite literally refers to ldquoany of the peoplessupposed to be descended from Shem son of Noah especially the Jews Arabs Assyrians andPhoeniciansrdquo However Anti-Semitism is mostly used to refer to prejudice discrimination andviolence directed at Jews
Class Economic and social groups People in the higher classes make decisions about theeconomy while other people work for wages or are kept out of the economy The things that markdifferences between classes include peoplersquos ability to meet their basic needs their level ofincome wealth and formal education and their connections with people and institutions thathave influence and power In the current economic structure rich people got their wealth bytaking advantage of people at the bottom and middle of the class structure
Classism Any practices and beliefs that judge and value people according to their social class orthe social class that other people assume they belong to Most workplaces use classist languagethat reflects and reinforces the social hierarchy For example they undervalue the work of sup-port staff and decisions do not include the knowledge and opinions of these workers
Colonialism When a foreign power dominates and exploits an indigenous group by taking theirland and resources and using them as cheap labor in order to make money It also means spe-cific era between the 1700s and 1900s when European countries expanded into the Americasand countries of the global South In Europe people justified these practices using racial doc-trines These ideas about hierarchies of race are still widespread Uncovering and challengingthe ideas and ongoing practices of colonialism are important parts of racial equity work
Culture The collective experience beliefs values knowledge economy and ways of life of agroup of people who share past or current experiences Culture changes constantly it is notstatic Every culture is shaped by the land and spaces people inhabit together Individual andgroup culture can also be shaped by language religion racialization gender experiences ofmigration and immigration social class political affiliation family influences age sexual orien-tation geographic origin ethnicity experiences of discrimination or lack of discrimination andexperiences fighting oppression
Disenfranchised Not having full rights as a citizen or not being able to fully participate as amember of the community
41
Appendices
Dominant Culture The beliefs values and judgments of groups with social power The dominantculture is created and maintained by people in the dominant social group People who do notbelong to the dominant group often believe that these values beliefs and judgments are trueinstead of seeing how they reflect the interests of people in power
Dominant group People whose social identity gives them power and privilege In most parts ofCanada dominant identities are White male English-speaking heterosexual able-bodied Chris-tian affluent and middle class thirty to sixty-five years of age university educated from centralCanada Many people have one or more dominant identities
Equity Peoplersquos rights as individuals or members of a group to an equitable share of theresources and influence in society Equity work analyses and challenges unfair systems andpractices and works towards creating outcomes and access that benefit people equally
Exploitation Taking unfair advantage of a person or a group for onersquos own gain or advantageExploitation can be systematic or individual
First Nations A term that reflects the process some Aboriginal peoples in Canada have used toname themselves The word ldquofirstrdquo recognizes the fact that Aboriginal peoples are the originalinhabitants of what is now called Canada The word ldquonationrdquo stresses the fact that Aboriginalpeoples are political collectives who had their own forms of government before Europeans beganto settle here Many First Nations peoples are fighting to re-establish that sovereigntybull The term also refers to a group of Aboriginal people who were previously called a ldquoBandrdquo by
the Department of Indian Affairsbull ldquoFirst Nationrdquo can also mean a group or several groups of Aboriginal people who have the
same ethno-cultural background
Gender identity Features that are tied to how an individual thinks of themselves as a man or awoman A personrsquos gender identity may not be the same as their biological sex
Gender roles The culturally specific behaviors and appearances constructed by a culture todefine what is expected of women and men The expectations of femininity and masculinity areimposed on individuals according to their biological sex
Harassment Persistent ongoing behavior conveying negative attitudes towards an individual orgroup to make them feel intimidated and humiliated Harassment is an exercise of power Itincludes any action that a person knows or should know is not welcome Harassment includesname-calling jokes slurs graffiti insults threats rudeness and crude gestures verbal or physi-cal abuse Human Rights Codes in most provinces prohibit harassment based on race religionsex ethnicity and the other prohibited grounds for discrimination
Heterosexism All practices that convey the message that heterosexuals are better than otherpeople including the assumption that everyone is or must be heterosexual It operates like otherforms of prejudice and discrimination giving privilege and rights to members of the dominantgroupndashheterosexualsndashand not to gay or lesbian people
42
Appe
ndic
es
Hierarchy A system that gives individuals or groups different positions and power People andgroups with a higher rank have more power resources and value than individuals or groups witha lower rank For example in a patriarchy men are given more value than women
Immigrants People who have arrived and settled in Canada in their lifetime Sometimes peopleuse the word incorrectly to refer to Canadian-born racialized people because they assume thatall racialized people were born elsewhere
Inclusive Making sure that all members of the community are represented or involved in allaspects of the community
Integrated Combining information and values from a variety of people and sources in order toget a fuller result that is more inclusive
Islamaphobia The systemic ways and individual practices of racism that target Arab people andhave particular impact on them Some examples include negative stereotyping of Muslim peopledepicting Islam as essentially violent and fundamentalist assuming that all Arabs are Muslimand all Muslims are Arabs
Landed immigrant Persons with legal status who are permanent residents of Canada ratherthan visitors refugee claimants temporary workers or citizens
Marginalization A process that keeps groups or individual from having access to all or part ofthe resources and activities of the community
Oppression When one social group takes advantage of another social group either knowinglyor unconsciously Oppression gives the dominant group privilege and marginalizes anddisenfranchises the subordinated group The dominant social group can use force or social insti-tutions and resources to achieve oppression After a time individual members of the dominantgroup do not need to do anything and unequal treatment becomes so much a part of the socialinstitutions and structures that it seems normal
People of colour Any person who is not White or Aboriginal This term was first adopted in theUnited States by racialized people who were trying to name themselves with a positive identityrather than as ldquonon-whitesrdquo ldquocolouredrdquo ldquoethnicsrdquo or ldquovisible minoritiesrdquo
Privilege Unearned power that gives members of the dominant group economic social andpolitical advantages Privilege also means rights that everyone should have but that are deniedto some people
Racism Any aspect of Canadian society that openly or subtly makes White people and Whitenessnormal and valuable while making racialized communities invisible or devaluing stereotypingand labeling people of colour as ldquoothersrdquo who are different or inferior
43
Appendices
Individual racism The beliefs attitudes and actions of individuals that support or maintainracism Individual racism can be conscious or unconscious It can be active or passive
Institutional racism The network of structures policies and practices in systems and institutionsthat give White people advantages and that discriminate oppress and disadvantage racializedpeople
RacializationRacialized Racial identities are not fixed categories They are shaped by historynationality gender class and identity politics Racial designations often differ from country tocountry The term racialization or racialized makes explicit the ways in which we are socialized todifferentiate groups of people on the basis of superficial physical characteristics where White isthe norm It emphasizes the active process of categorizing people while at the same time reject-ing ldquoracerdquo as a scientific category
Refugee Persons who have to flee their country because they have a ldquowell-foundedrdquo fear ofpersecution based on race religion nationality political opinion or membership in a particularsocial group
Religious discrimination Any institutional or individual practices that exclude and discriminateagainst a person because of their religion In Canada many workplaces do not provide equitablyfor all religions Recently the Supreme Court has ruled that employers must accommodate em-ployees whose religious observances are not recognized in the Christian-based statutory holidayssuch as Easter and Christmas Religious discrimination is often linked to other forms of discrimi-nation For example Irish Catholics were often marked by their class ethnic origins and lan-guage as well as their Catholicism Racialized Muslims often experience racism mixed withreligious discrimination
Sexism Systemic and individual practices that give men privilege make women subordinate andthat shame values identified with women
Social Location or Social Identity A personrsquos membership in a socially constructed groupThese groups are often identified according to superficial characteristics such as skin colourcountry of origin religious beliefs body form etc
Structural This approach to equity work believes that the thoughts and behaviors of the indi-vidual are created and guided by various social structures such as capitalism andor neo-liberal-ism and are therefore limited The focus for change is raising awareness of the limits and chal-lenging the structures
Systemic racism The conscious or unconscious policies procedures and practices that excludemarginalize and exploit racialized people Systemic racism is supported by institutional powerand by powerful ideas often unexamined ones which make racism look normal and justified Forexample institutions that do not have effective complaints procedures or performance appraisaland promotion processes that use equity competencies make it possible for individuals to beracist
44
Appe
ndic
es
45
Transgender person A person who is not comfortable with or who rejects some or all of thegender identity given to their biological sex This is an umbrella terms used to describe trans-sexuals transvestites or cross-dressers and intersex people
Transsexual Someone who has a very strong feeling that they are living in the wrong sex A maletranssexual needs to live as a woman and a female transsexual needs to live as a man Somebut not all transsexuals have surgery to reassign their sex Some have procedures to partiallyreassign their sex and some use hormone therapy A transsexual can be heterosexual homo-sexual or bisexualWhite Refers to people belonging to the dominant racial group enjoy skin privilege in NorthAmerica Australia New Zealand and anywhere European colonialism has created racial inequityThe term ldquoWhiterdquo is capitalized for different reasons than other racial designations ndash Aboriginaland Black The latter identities are claimed with pride in opposition to the names imposed bydominant White society One of the ways that racism operates is to leave the racial identity ofWhite people unidentified ldquoWhiterdquo is capitalized to interrupt the privilege of having Whitenessgo unnamed
White Supremacy A system based on assumption of the ldquorightness of Whitenessrdquo in whichpolitical economic and social systems result in White people having more privilege and powerthan racialized people
many of the terms in the glossary were adapted with permission from Dancing on Live Embers ChallengingRacism in Organization by Tina Lopes and Barb Thomas Toronto Between the Lines 2006
Appendices
Appendix G Focus Group Findings
The following points are the relevant themes that emerged from the focus groups The groups wereasked to answer the following questions
1 How well has your organization and the various sectors practiced an integrated approach to anti- oppression
bull overall feeling that most are doing pretty good workbull some feel frustrated that the policies etc are not fully put into practice by all staff at an
agencybull feeling that the work is silorsquod and separated ndash working on one oppression at a timebull that the work is framed from a white middle class perspectivebull the work is not happening fast or often enough ndash ie deaf woman services gaps and barriers
2 What are the effective practices in the various areas ie policies programming outreach training org development
bull be committed inventive constantly evolve vigilantbull open to change pushing for changebull inclusion at all levels of an organization working together on committees and groupsbull engage diversity responsive to different needs
3 Where are the challengesbull funding shortages piecemeal and targeted on specific groups onlybull lack of accountability lack of clear policies and proceduresbull lack of inclusivity and diversitybull lack of time to be together communicate etcworkloads of service providersbull silorsquod workbull systemic exclusion internal and societal institutions
4 Visions and suggestions for changebull core guidelines with key values ndash written down and put into practicebull accountability in staff and managementbull commitment from all levelsbull everyone open to challengebull look at themes not populationsbull community drivenbull training and toolsbull fully funded and supported by structures
5 Who would take up the facilitation of changebull not one personbull coalitionsbull community groupsbull all levels of organization including service users
46
Appe
ndic
es
Recommendation(s)
a Conduct a review of existing policies procedures and practices that organizations feel repre-sent their best efforts of an integrative anti-oppressive framework
b Working groups should be created to develop the most effective integrative policies andprograms The groups should include diverse members from different social locations com-munities and be representative of all levels of the organization including service users
c Organizations must support this work by allocating time personnel and resourcesd Organizations must demonstrate commitment to the work by reviewing all policies proce-
dures and programs through the lense of an integrative anti-oppressive frameworke A tool kit should include templates of policies and procedures to simplify the writing of work
done by the committeesworking groupf This work is not static and must be revisited regularly in order to incorporate new informa-
tiong Organizations should offer regular training and workshops on how to put an integrative anti-
oppression framework into practiceh Organizations must hold staff and volunteers accountable to adhering to agency practice by
offering training and supervision including key values in mandate and mission statementsand integrative anti-oppressive practices in personnel and volunteer policies
Focus group participants
The following organizations participated in focus groups in 2005-06 for the Integrative Anti-Oppression Project
Woman Abuse CouncilFCJ Refugee Centre519 Community CentreNelliersquosSpringtidersquos Women with Disabilities ProgramToronto Rape Crisis CentreMulticultural Women Against RapeCentral Neighbourhood HouseAccess Alliance Multicultural Community Health CentreA Commitment to Training and Employment for Women (ACTEW)Arab Community Centre of TorontoAssaulted Womenrsquos HelplineBarbara Schlifer Counselling ClinicBlack Creek Community Health CentreCentral Family IntakeErnestine Womenrsquos ShelterFamily Services AssociationFlemingdon Neighborhood ServicesKorean Canadian Womenrsquos Association
47
Appendices
Macaulay Child Development CentreSt Christopherrsquos HouseSt Joseph Womenrsquos Health CentreSt Michael HospitalStonegate Community Health CentreUrban Alliance on Race RelationsWomenrsquos Counselling Referral and Education CentreYorktown ShelterYWCA
48
Appendix H References
Dancing on Live Embers Challenging Racism in Organizations Tina Lopes and Barb Thomas Be-tween the Lines Toronto 2006
Campbell C (2003) Anti-oppressive social work Promoting equity and Social Justice Editor DrCarolyn Campbell Halifax Nova Scotia Dalhousie UniversityRetrieved Jan 22 2008httpaoswsocialworkdalcawhatisaoswhtml
Roundtable on Anti-Oppression Politics in Anti-Capitalist Movements Edited by Sharmeen Khan ndashparticipants in the roundtable Kirat Kaur Junie Deacutesil Gary KinsmanRetrieved Jan 22 2008httpuppingtheantiorgnode1380
Williams C (2003) ldquoSeeking Cultural Competence What Is It How Do You Develop It and How DoYou Know When Yoursquove Got Itrdquo In WShera (Ed) Emerging Perspectives on Anti-Oppressive Practice(pp 265 - 278) Toronto Canadian Scholarsrsquo Press Inc
- Front Page1-1
- ManualModEN2
- ManualModEN3
- ManualModENCon
-
IntroductionIntroduction
8
If we procrastinate make excuses and constantly avoid the work others may come to be-lieve that we are not committed to the work If you believe that this work is important takerisks and begin
Not having the formal power to make changesIf you do not have much formal power in the organization it will be difficult for you to be anagent of change However you can still do important work Social justice work is best donein groups Find allies and build a support network Together apply pressure to people whohave the power to change things They will find it hard to ignore a growing group of peopleIt is easier for them to disregard a single voice
Not being supported by others or doing the work aloneIt is very difficult to be the agent of change when you have little or no support from peersand colleagues If you are in this situation try to find ways for others to join the struggleEveryone will experience oppression at some point in their lives By helping them to see thatthis may make it possible for them to discover why equity is important Finding commonground is a good place to start
Everyone involved is at a different level of understandingEveryone is always at a different place in their learning People who have been anti-oppres-sion activists for years can share insights resources and information with others who arejust beginning to think about these issues Be compassionate Gently challenge yourself tokeep deepening your understanding and to help others do the same Approach everyone as apotential ally
Appl
ying
Inte
grat
ed A
nti-o
ppre
ssio
n To
Pol
icie
s
Part 2 Applying integrated anti-oppression to policies
The five steps in integrated anti-oppression policy review
Developing and revising policies can be a huge administrative task that costs a lot of money As aresult policies in community service organizations tend to stay the same for years This is a problemPolicies set out how the organization works and must be revised regularly as information changesand our knowledge grows We hope that our five-step process will make it easier to plan for andinclude integrated anti-oppression in your policy review process The five steps are
1 Set a schedule for reviewing policies
2 Create a work plan
3 Set up a Policy Review Committee
4 Review the organizationrsquos policies
5 Make recommendations
The sections below explain more about each step Appendix A includes blank copies of the forms youcan use at each step in the process
9
Applying Integrated Anti-oppression To Policies
Step 1 Set a schedule for reviewing policies
Every organization should regularly include policy review in its work plan A policy review schedulecan make sure that all of the organizationrsquos policies are examined every two or three years
The schedule should include all of your policies and say which policies will be reviewed each yearBy rotating which policies are reviewed the organizationrsquos policies will become living documentsthat change and grow as knowledge increases
Consider how many policies a committee can review in a six to eight week period Build your sched-ule to reflect the size of your organization and the number of policies you need to review
Here is a sample schedule for a small organization
Use the chart on page 26 (Appendix A) to create your policy review plan
10
etaD aerA weiverotseicilopfotsiL
1raeY lennosreP gniriHgniriF
stifeneBeeyolpmEseiciloplennosreprehtO
2raeY lanoitarepO gnimmargorPtseretnIfotcilfnoC
erusolcsid-noNytilaitnedifnoCseiciloplanoitareporehtO
3raeY srotceriDfodraoB tnemtiurceRdraoBseettimmoC
laicnaniFseicilopdraoBrehtO
Appl
ying
Inte
grat
ed A
nti-o
ppre
ssio
n To
Pol
icie
s
Step 2 Create a work plan
Once you have a policy review schedule create a work-plan for the policy review process Make sureto allow enough time for a successful and meaningful review
To help create this work plan we suggest using the Framework for Policy Review and Developmentincluded as Appendix E Here is a sample of a basic work plan
Use the chart on page 27 (Appendix A) to create your workplan Use the Framework on pages 36 to40 (Appendix E) to help you develop the work plan
otsdeentahWneppah
siohWelbisnopser
sksaT eniLemiT
tegdubapoleveD rotceriDevitucexE ctesesnepxetsaceroF 1yraurbeF
eettimmoCtiurceRsrebmeM
-srotceriDfodraoBlennosrePeettimmoC
etivniotrettelaetirWsrebmemytinummoc
dnasresuecivrestiurcerffats
1beF-retteL
skeew2-tsoP
-sweivretnIskeew2
scitsigoLeettimmoC nosiailffatSeettimmoc
srebmem
fonoitacolteSseludehcsdnasgniteem
ehtrofriahcaesoohCeettimmoc
saheettimmocerusnEnigebotsecruosereht
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ehtforiahCdnaeettimmoc
nosiailffats
dnatroperetirWevitucexEehtottimbus
rotceriD
41yaM
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rotceriDevitucexEdraoBsreganaM
otkcabtroperaedivorPsrebmemeettimmoctahtsredlohekatsdnasenilemitehtseniltuo
ctesegnahcrof
52enuJ
11
Applying Integrated Anti-oppression To Policies
Step 3 Set up a Policy Review Committee
Often people think that committees are a cumbersome and time-consuming way to work Howeverworking with a diverse group is the best way to build integrated anti-oppression into the organiza-tionrsquos policies
You will need to decide the size of your policy review committee It should be large enough to includea variety of perspectives but not so large that it will be difficult to complete its work in the time setfor the process Remember to think about how many people the budget can accommodate and whoshould be represented
Committee members will have access to sensitive and confidential material For this reason theymust agree to confidentiality and sign a letter that outlines this agreement
Inviting members to joinInvite or recruit members from the community and from within the organization You should
bull use accessible language and formats in your invitationbull invite people to join well before the committee starts its work andbull give people clear information about what you expect from the committee what their
responsibilities will be and how much time the committees work will take
Who should be on the committeeMake sure that the committee reflects diverse identities and has representation from people whodo not traditionally have decision making power
bull the majority of the committee should identify as racialized or aboriginalbull the majority of the committee should be people who have no or little decision-making
power in the organizationbull all committee members should identify part of their social location as a member of a
marginalized group andbull as a whole the committee should represent the demographic of people who use the
organizationrsquos service
Make sure that your committee includes representation from people who will be impacted by thepolicy such as
bull community members including service usersbull Volunteersbull Frontline staffbull Managementbull Board
People who sit on behalf of the Board of Directors and management must be able to make decisionsand speak on behalf of the decision-makers they represent Make sure they are clear about whatprocess they should use to check in and communicate with the board or management
Supporting the committeeThe organization must fully fund the participation of all committee members This includes moneyfor transportation child care interpretation accessible space and attendant care An honorariumshould be given to committee members who are community members
12
Appl
ying
Inte
grat
ed A
nti-o
ppre
ssio
n To
Pol
icie
s
Ideally the organization shouldbull Provide financial support to everyone without stigmatizing those members who are
poor or who identify as marginalized socio-economically In addition the organizationmust work with members who receive social assistance to make sure that they arenot penalized for any financial support they get for doing this work Perhaps one ofthe first policies the committee could review is the Honorarium policy or the policiesabout Committee Membership
bull Supply a resource person to the committee Their role is toi keep notes of the meetingsii make notes about recommendations for how policies should be revisediii research legislative benchmarks human rights provisions employment
standards and any other matters as needediv create information packages for committee members that include relevant
internal documents such as complaints salary and benefit grids and collec-tive agreements
v report back to the organization on the committeersquos progress or on issues thatneed broader discussion
If this person is a staff person with other responsibilities they should be given timeto work on this process Committee work should not be added on to their otherduties and squeezed in when possible Allocating staff time for this work is one wayto make sure it has priority within the organization
bull Develop terms of reference for the committee It should include a statement of thecommitteersquos mandate The terms of reference should include details of the scopeand boundaries of the work the timelines and the responsibilities of the committeeas a whole and of the facilitators (See Appendix B for sample terms of reference)
bull Ensure all committee members have a copy of the organizationrsquos anti-discriminationandor anti-harassment policy In addition consider developing some guidelines forconflict resolution (see Appendix C for a sample of conflict resolution guidelines )
bull Develop an agenda for the meetings For the first meeting the agenda should in-clude
i choosing a facilitator and co-facilitatorii reviewing the terms of referenceiii introduction to the process and each otheriv schedule of meetingsv introduction to the package of materialsvi expectations and role of the committeevii discussion about the power differences between committee members and how the committee should be mindful of this while making decisionsviii guidelines for decision making (see Appendix D for a sample of a decision making chart)
Ask the committee members to provide feedback on their experiences working on this projectafter they go through the whole policy review process This will support the organization toidentify and alleviate barriers and improve the process for the next round
13
Applying Integrated Anti-oppression To Policies
Step 4 Review the organizationrsquos policies
Once the committee is ready to begin work it should review each policy We have developed ques-tionnaires to help facilitate discussion of the three vital questions at this stage of the processnamely
bull how accessible is the policybull how are different people affected by the policybull how can the policies be changed to truly include everyone
Blank copies of these questionnaires are included in Appendix A
To help you understand how to use these tools we have included questionnaires that have beencompleted in response to the following policy provided by Springtide Resources Please note thatthis is an old version of one of our policies Springtide Resources has recently used the integratedanti-oppression framework to update all of its policies
Sample policy ndash PAID HOLIDAYS(from Education Wife Assault (EWA)ndash the name for Springtide Resources before 2006)
EWA staff will be paid for ten statutory holidaysNew Yearrsquos Day Canada day Thanksgiving Day BoxingDay Good Friday Christmas Day Labor Day Victoria DayEaster Monday Civic Holiday
A religious holiday of the employeersquos choice may be substituted forEaster Monday
Permanent part-time staff who work 21 hours a week are entitled to allstatutory holidays
Building Closure
When the EWA offices are closed between Christmas and New Yearrsquosemployees will be paid for these days
14
Appl
ying
Inte
grat
ed A
nti-o
ppre
ssio
n To
Pol
icie
s
How accessible are your policiesThe questions in this section are designed to help you think about whether the policy documents areaccessible ldquoAccessiblerdquo includes where the policy is physically located its format and how mean-ingful the policy is The best policies will be representative and make sense to a variety of users
To make policies accessible you should aim toKeep the policies in a place where anyone who wants to read them can access themwithout barriersMake sure that the policies can be and are translated into different and appropriatelanguage and cultural interpretations as well as physical formatsUse language that is clear and direct rather than full of jargonUse wording that makes the policy intentions easy to understandHave a clear statement about who the policy applies to and who is responsible forputting it into practiceBeing flexible in the policy to allow for different cultural beliefs and values unlessthere are legal reasons to limit your flexibility
Questions for discussionTo check your policies for accessibility use these questions in your discussion
1 Is the policy in a barrier-free location
2 Is the policy available in different formats Do we invite comment about the format
3 Is the policy written in language that is easy for most clients and all staff to understand Lookfor jargon that only makes sense to workers in your organization but is not recognized by others
4 Can the policy be easily translated to other languages
5 Does the policy say who it affects Does it say who is responsible for implementing it
6 Does the policy reflect various cultural beliefs and values This question can lead to a toughdiscussion about cultural beliefs and values that may undermine social equity There are nofast and easy answers but again the policies should be living documents that change and adaptto our new information and knowledge about difference
7 If there is a process in the policy are the steps flexible and adaptable to accommodate differ-ences
8 Does the policy invite people to give feedback and comments about what it says
Record your decisions on the form ldquoHow accessible is this policyrdquo This form is on page 28 (AppendixA)
15
Applying Integrated Anti-oppression To Policies
Here is how we used our questionnaire to assess our policy about Paid Holidays
How accessible is this policy
16
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aniycilopehtsInoitacoleerf-reirrab
X ehtnoyllacinortceleelbaliavaylnOrevres
seicilopehtsseccanacffatsylnO
tnereffidnielbaliavaycilopehtsIstamrof
ehttuobatnemmocetivniewoDtamrof
X
X
ffodetnirpnehw-tnirpnielbaliavaylnOrevreseht
enoynamorfkcabdeefdeticilostnevaH
egaugnalninettirwycilopehtsIdnatsrednuotysaesitaht
X yrotutatSeinograjemossesUdetlitssiegaugnaL
nepogninaemehtsevaelegaugnalemoSnoitaterpretniot
ylisaeebycilopehtnaCsegaugnalrehtootdetalsnart
X
tiohwyasycilopehtseoDstceffa
rofelbisnopsersiohwyastiseoDtignitnemelpmi
X seeyolpmednaffatsemit-trapseifitnedIrofelbisnopsersiohwyfitneditonseoD
noitatnemelpmieraffatsrehtowohyfitneditonseoD
detceffa
suoiravtcelferycilopehtseoDseulavdnasfeileblarutluc
X emitdiaptegelpoepdnadesolcsieciffOsyadilohnaitsirhCrofffo
rosnoitarbeleclarutlucsyadilohrehtOdenoitnemtoneraslautir
ycilopehtnissecorpasierehtfIdnaelbixelfspetsehtera
etadommoccaotelbatpadasecnereffid
X dewollasinoitutitsbusenO
otelpoepetivniycilopehtseoDstnemmocdnakcabdeefevig
syastitahwtuoba
X gniydemeryfitneditonseodycilopehTspets
wohyfitnedirokcabdeefticilostonseoDsmelborpehtsserddaot
Appl
ying
Inte
grat
ed A
nti-o
ppre
ssio
n To
Pol
icie
s
How do our policies affect different peopleThe questions in this section are designed to facilitate discussion about the impacts of policies ondiverse lived experiences Some questions can be answered with yes or no responses and othersrequire more information The term ldquoimpactrdquo in this context is used in a broad sense to refer to bothbenefits and restrictions
To consider how people are affected you should aim for a policy thataffects people equitablyincorporates values that are of similar importance for people with different livedexperiencessays what it does not do and outlines steps to changewas created with input from the range of people who are affected by it
Questions for discussionTo check how your policies affect different people use these questions in your discussion
1 How has the policy been implemented What procedures and practices have resulted
2 Who benefits from this policy How
3 Who does not benefit How
4 What are the barriers to equitable impacts What are the kinds of barriers (legislated finan-cial etc)
Record your decisions on the form ldquoHow does this policy affect different peoplerdquo This form is onpage 29 (Appendix A)
17
Applying Integrated Anti-oppression To Policies
Here is how we used this questionnaire to assess our policy about Paid Holidays
How does this policy affect different people
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detluser
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ycilopsihtmorfstifenebohW
woH
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woH
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nepoeraffoemittegotelggurtstsum-
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serudecorpdnasecitcarpehtrodetaercsahycilopsihttaht
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ycilop
ynaedivorpdluohsnoitazinagroehTdnalamroftuobaevahyehtnoitamrofni
ehtotycilopsihttuobastnialpmoclamrofniweiverrofeettimmoCyciloP
18
Appl
ying
Inte
grat
ed A
nti-o
ppre
ssio
n To
Pol
icie
s
What are the gaps in policy and what can we do to make changesThe questions in this section are exploratory to help begin discussions to identify gaps and generateideas for change Use a flipchart with the questions as headers This will allow everyone to contrib-ute and build on the information and ideas
Questions for discussion
1 Does the policy recognize and identify how different people will be affected
2 Is the policy flexible enough to respond to the different lived experience that people have
3 If the policy is not flexible does it say what the organization will do to change this Does theplan for change include timelines
4 Does the policy say how people can give input or feedback about how the policy affectsthem What comments questions and complaints do people have about this policy or thepractices and procedures that this policy has created
5 Does the policy include diverse cultural norms and values What are they
Record your decisions on the form ldquoPolicy gaps and what we can dordquo This form is on page 30 (Ap-pendix A)
19
Applying Integrated Anti-oppression To Policies
Here is how we used this questionnaire to assess our policy about Paid Holidays
Policy gaps and what we can do
20
seYsdeeN
krownoitnettAfoaerA
tnereffidwohyasycilopehtseoDdetceffaeblliwelpoep
X ybstcapmilaitnereffidseifitneditIdnaffatsemittrapgnigdelwonkca
-retsaEetarbelectonodohwesohtsrehtoon
othguoneelbixelfycilopehtsIdeviltnereffidehtotdnopser
evahelpoeptahtsecneirepxe
X ehtotsseccaffatsemittrapsreffOylno-ffoemityadilohnaitsirhCdiap
)sruoh12revo(ffatsemittrapniatrecdeifitnedisrehtoon-
tiseodelbixelftonsiycilopehtfIodlliwnoitazinagroehttahwyas
sihtegnahcot
edulcniegnahcrofnalpehtseoDsenilemit
X
X
oN
oN
elpoepwohyasycilopehtseoDtuobakcabdeefrotupnievignac
mehtstceffaycilopehtwoh
X deticilostonsinoitamrofnioN
esrevidedulcniycilopehtseoDseulavdnasmronlarutluc
yehteratahW
X ssalcfonoitingoceremossierehTotsrekrowemittraprof-seussi
emostifenebyadilohsuoigilerenosierehT
emos-dewollanoitutitsbusecnereffidfonoitingocer
Appl
ying
Inte
grat
ed A
nti-o
ppre
ssio
n To
Pol
icie
s
Step 5 Make recommendations
Once the committee has assessed the policies it must create a report that outlines its recommenda-tions The report should summarize how each policy could be improved To come up with recommen-dations for improving each policy the committee can review comments from the questionnaires
The main question in this step of the process is What would improve this policy so that it inte-grates anti-oppressive practice Use flipchart paper to record ideas This allows committee mem-bers to share information and build upon each otherrsquos ideas
Facilitate the discussionThere will be different perspectives and ideas about what changes will benefit people and how toaccomplish these changes Because of this there is potential for conflict Here are some hints tohelp make sure that this discussion will lead to recommendations that can help your organization
Ask the committee to choose a facilitator for the discussion Their role isto support everyone in being heardto solicit all ideas and perspectivesto make sure that opposing viewpoints or challenges are given and received in afriendly and open mannerto help the committee build consensus andto finalize recommendations
The facilitator should not offer ideas to the discussion Their role is to help make sure all of thecommitteersquos ideas are recorded The organization may choose to hire an outside facilitator for thispart of the discussion
Have the facilitator review the committeersquos Terms of Reference and Conflict Guidelines Remindeveryone that this is ongoing work
Write a reportFor each policy the committee should write a recommendations report
This report has three columns
Write the committeersquos recommendations in the left-hand column The recommendations may rangefrom fairly simple to quite complex They can be one-time actions or multi-staged changes
The committee should leave the two columns on the right empty ndash these will be filled out by deci-sion-makers in the organization They will review the recommendations and decide what to do withthem
noitadnemmoceR elbisnopsersiohW enilemiT
21
Applying Integrated Anti-oppression To Policies
Assessing the recommendationsAs soon as possible the decision-makers in the organization should review the recommendationsand fill out the right-hand columns of the recommendations report The management or Board ofDirectors must decide Who is responsible They must also set a Timeline
The organization is not required to act immediately on all of the committeersquos recommendationsSome recommendations may not be possible or viable in the immediate future and may need longerterm planning
To decide how to implement the recommendations the decision-makers should considerbull how urgent the issue isbull the workloads of the staff involved in changing the policybull the fiscal timingbull what research the organizations needs andbull how much time the organization needs to prepare
For example a policy change that does not involve employment standards or financial supports couldbe implemented fairly quickly A policy change that involves rewriting translating and adaptingpolicies will takes time so it may not be implemented until well after the organization has finishedtaking care of its year-end reporting responsibilities
Once the Board or management has done this work they should give copies of their completedreport to every member of the committee and to all staff volunteers and community members whoare affected by the policy This helps keep the policy process open and helps people feel that thepolicy process is collaborative among everyone in the organization
Use the ldquoReport of recommendationsrdquo chart on page 31 (Appendix A) to record your decisions
22
Appl
ying
Inte
grat
ed A
nti-o
ppre
ssio
n To
Pol
icie
s
Here is a sample report of recommendations
Report of recommendations
23
noitadnemmoceR elbisnopsersiohW enilemiT
diapwollaottnemetatsycilopegnahCsuoigileraevahtahtsyadilohyrotutats
yllacificepsnoitcennoclarutlucroyadirFdooGyaDgnixoByaDsamtsirhC
otyaDsraeYweNdnayadnoMretsaErosuoigilerhtiwdegnahcxeeb
toneratahtsetadtnatropmiyllarutlucsdradnatstnemyolpmeehtnideifitnedi
tca
ehtfoeettimmoCyciloPsrotceriDfodraoBrotceriDevitucexE
shtnom6nihtiW
neewtebeciffoehtesolctonoDdaetsnIsraeYweNdnasamtsirhC
tahtsyadretaolfsaesohtreffoyehtrevenehwekatnacseeyolpme
esoohc
ehtfoeettimmoCyciloPsrotceriDfodraoBrotceriDevitucexE
shtnom6nihtiWtxenehterofeb(
)erusolc
nitnemyolpmefoslevelehtllayfitnedItcartnocsahcusnoitazinagroeht
sruoh12nahtsselemit-trapsrekrowrofseifilauqhcaerehtehwyfitnedIcte
ffoemitdiap
ehtfoeettimmoCyciloPsrotceriDfodraoB
shtnom3nihtiW
hcussmretniatrecfosnoitinifedddAycilopehtotsyadilohyrotutatssa
oiratnOehtotecnereferekaMtahtnoitalugeRsdradnatStnemyolpmE
ycilopsihtstceffa
ehtfoeettimmoCyciloPsrotceriDfodraoB
shtnom3nihtiW
ycilopehtfoypocdrahatuotnirPseiciloprehtohtiwrednibanitituP
siohwenoyreveerehwrednibehtecalPdnatisseccanacycilopehtybdetceffa
tidaer
rotceriDevitucexEsreganaMmargorP
shtnom3nihtiW
emitynanisyadfoegnahcxeedulcnIswonkenoyrevetahtoserudecorpffo
odottahw
rotceriDevitucexEsreganaMmargorP
shtnom6nihtiW
Appendices
Part 3 Appendices
Appendix A Forms
Appendix B Sample Terms of Reference
Appendix C Sample Conflict Resolution Guidelines
Appendix D Sample Decision Making Chart
Appendix E Framework for policy development and review
Appendix F Glossary of Anti-Oppression Terms
Appendix G Focus Group Findings
Appendix H References
24
Appe
ndic
es
Appendix A Forms
bull Plan for policy reviewbull Work planbull How accessible is this policybull How does this policy affect different peoplebull Policy gaps and what we can dobull Report of recommendations
25
Appendices
Plan for policy review
26
etaD aerA weiverotseicilopfotsiL
1raeY
2raeY
3raeY
Appe
ndic
es
Work plan
otsdeentahWneppah
siohWelbisnopser
sksaT eniLemiT
27
Appendices
How accessible is this policy
seYsdeeN
krownoitnettAfosaerA
aniycilopehtsInoitacoleerf-reirrab
nielbaliavaycilopehtsIstamroftnereffid
tuobatnemmocetivniewoDtamrofeht
ninettirwycilopehtsIrofysaesitahtegaugnal
dnatsrednuotstneilctsom
ylisaeebycilopehtnaCrehtootdetalsnart
segaugnal
tiohwyasycilopehtseoDstceffa
siohwyastiseoDrofelbisnopser
tignitnemelpmi
suoiravtcelferycilopehtseoDseulavdnasfeileblarutluc
ehtnissecorpasierehtfIspetsehteraycilop
otelbatpadadnaelbixelfsecnereffidetadommocca
etivniycilopehtseoDkcabdeefevigotelpoep
tahwtuobastnemmocdnasyasti
28
Appe
ndic
es
How does this policy affect different people
snoitseuQ noitnettAfosaerA
neebycilopehtsahwoHdetnemelpmi
evahsecitcarpdnaserudecorptahWdetluser
ycilopsihtmorfstifenebohW
woH
tifenebtonseodohW
woH
otsreirrabehtyfitnediuoynaCeraepyttahWstcapmielbatiuqe
)ctelaicnanifdetalsigel(yeht
dnasnoitseuqstnemmoctahWsihttuobaevahelpoepodstnialpmocserudecorpdnasecitcarpehtroycilop
detaercsahycilopsihttaht
ecivresffatsehtodtahWrosrebmemytinummocsresu
ycilopsihttuobayassreetnulov
29
Appendices
Policy gaps and what we can do
seYsdeeN
krownoitnettAfosaerA
wohyasycilopehtseoDeblliwelpoeptnereffid
detceffa
lliwelpoeptahttimdatiseoDsyawtnereffidnidetceffaeb
hguoneelbixelfycilopehtsItnereffidehtotdnopserot
elpoeptahtsecneirepxedevilevah
elbixelftonsiycilopehtfIehttahwyastiseod
otodlliwnoitazinagrosihtegnahc
egnahcrofnalpehtseoDsenilemitedulcni
wohyasycilopehtseoDrotupnievignacelpoepehtwohtuobakcabdeef
mehtstceffaycilop
edulcniycilopehtseoDdnasmronlarutlucesrevid
seulav
yehteratahW
30
Appe
ndic
es
Report of recommendations
noitadnemmoceR siohWelbisnopser
enilemiT
31
Appendices
Appendix B Sample Terms of Reference ndash Policy Review Committee
PreambleINSERT YOUR ORGANIZATION NAME is committed to applying an integrated anti-oppression frame-work to all undertakings of the organization To that end the organization will ensure that all poli-cies will be regularly reviewed and updated to reflect an integrated anti-oppression perspective
MandateThe mandate of the Policy Review Committee is to review the policies listed below with the objectiveof providing the organization with feedback and recommendations as to how the policies can betterreflect an integrated anti-oppression analysis The committee may also recommend the deletion oraddition of policies in this process
Type of Committee
The Policy Review Committee is a short term project based committee composed of communitymembers from the service area of YOUR ORGANIZATION NAME and frontline staff managementvolunteers Board and people who have accessed our service
Composition
Members should self-identify in one or more of the following waysbull racialized or aboriginalbull people who have little or no decision making power in the organization including service usersbull members of a marginalized groupbull representative of the demographic of organizationrsquos community
Timeline
The committee will complete the said work in a period of not longer than INSERT DATE HERE (3months from the start date of the review)
Deliverables Recommendations Report
Scope
Committee members shall have access to the policies of the organization mission statement by-laws salary grids collective agreements board meeting minutes complaints received strategicplan and all other relevant documents with the exception of the followingbull personnel filesbull in-camera Board meeting minutesbull client filesbull private legal material
32
Appe
ndic
es
Appendix C Sample Conflict Resolution Guidelines ndash Policy ReviewCommittee
PrinciplesIt is in places of conflict that the potential for change exists Conflicting ideas beliefs and valueswill ensure a rich dialogue and essential learning opportunities for everyone Committee membersare charged with reminding themselves that the committee exists in the service of the organizationwith the ultimate goal of better serving the community Each person on the committee has theresponsibility to deal directly with each other and commit to engaging with each other as allies inthis work
The organization will endeavor to assemble the relevant material that will be useful in meeting theobjectives of the committee prior to the beginning of the project and will ensure that any relevantmaterials will be delivered to the committee as quickly as possible
The decisions and recommendations of the committee do not bind the organization into action TheBoard of Directors andor Executive Director of the organization will review the recommendations ofthe committee and ultimately decide what can be instituted
Budget and Additional Resources
The Policy Review Committee has a budget of $$$$$ The budget will cover the committee costs- member expenses childcare travel long distance calls honorarium- meeting expenses accessible meeting room refreshments conference calls- accessibility expenses ASL interpretation note taking attendant care- supplies photocopying office supplies
Staff resource- maintain minutes and discussion notes for the committee- retrieve documents that the committee requires- assist in organizing meetings and refreshments for meetings
Meetings
Meetings will be held at an accessible meeting space ndash onsite at the organization if possible
The committee is responsible to elect co-chairpersons during the first committee meetingThe responsibilities of the co-chairs in consultation with the whole committee are tobull organize meetingsbull develop the agendabull organize committee communicationbull keep committee members on taskbull organize the completion of the final reportbull maintain communication with the organization including updates requests concerns etc
33
Appendices
34
Remember that resolving conflict does not necessarily mean that a person will change their view-point or opinion A resolution of conflict implies that each party has had the opportunity to sharetheir perspective be heard have opportunity for discussion and then have closure
How we deal with our colleagues when we have a different opinion or viewpoint can either open usup to new learning or shut us down The following are some key points to keep in mind
i Recognize that conflict is a healthy part of communication if all parties understand theirresponsibilities in the process
ii Parties should approach the process with the idea of creating a learning environmentiii Parties should be prepared to listen to each other ndash that is really listen without interrupt-
ing or preparing your argument in your headiv If you are challenging a statement made by another person ndash it is important to state
concisely where you believe the problem lies and if it furthers the learning moment tostate the impact on yourself
v Do not belabor the point or make comments about the otherrsquos motivation for the state-ment (ie They are ignorant bigoted etc)
vi The person who has been challenged should take away the information to think aboutwhere their learning lies ndash the statement back to the challenger should include how youwill approach the information that was shared with you from the other person
vii If you do not agree with the challengerrsquos view ndash further dialogue may be necessaryviii State your own view and where you believe the problem liesix Each person is responsible to think critically about the otherrsquos view with a goal of finding
common ground andor compromise andor the decision to agree to disagree ndash which isallowing space for differing points of view
x It is important that both parties do not disengage from the process by complaining orexpressing dissatisfaction about the other person to other people ndash that kind of behaviorlowers the integrity of the process and the party who engages in it
xi Try to understand each otherrsquos perspective without judging the person or making assump-tions about each other
Co-chairs responsibilitiesbull reminding members of the guidelines of conflict resolutionbull arranging time in the agenda to address conflict in the groupbull mediating conversations between the parties in conflictbull negotiating resolutionbull If the conflict is in regards to making a decision The co-chairs should refer to the decision
making guidelines
The guidelines presented above should not be used in situation of discrimination and abuse Inthose situations the committee should follow the procedures in the organizations anti-discriminationor anti-harassment policies
Appe
ndic
es
35
snoitpO snosaeRstifeneBrof
snosaeRsmelborPtsniagA
puorGnoisiceD
rofsnosaeRnoisiceD
Appendix D Sample Decision Making Chart ndash Policy Review Committee
Appendices
36
App
endi
x E
Fra
mew
ork
for p
olic
y re
view
and
dev
elop
men
t
We
deve
lope
d th
is fr
amew
ork
duri
ng th
e fir
st p
hase
of t
his
proj
ect
Its
purp
ose
is to
hel
p or
gani
zatio
ns u
se a
n in
tegr
ated
ant
i-opp
ress
ion
fram
ewor
k ap
proa
ch w
hen
revi
ewin
g an
d de
velo
ping
pol
icie
s
NOITSE
UQ
EG
NELLAH
CES
NOPSE
R
esoprupeht
sitah
Wrodna
ycilopsiht
foerudecorp
erusneotyrassecen
siycilop
aneh
wwonk
ottluciffid
ebn ac
tIruoy
tahterusne
otdna
seicilopyna
moot
gnitaercton
erauoy
ehtgniyfitnedI
stnemetats
gnitcilfnocgnika
mton
e raseicilop
edivorpsalle
wsa
sllaftipeseht
diovapleh
nacesoprup
otyrassecen
eblliw
serudecorptah
wdna
wohot
sanoi tcerid
esoprupeht
teem
bull bull bull bull
ycilopeht
rofelanoitar
ehtedivorP
tnetniytiuqe
ehtyfitnedi
ylraelCseitilibisnopser
evitalsigelyfitnedI
)s(ycilopetairporppa
ehtot
serudecorpkniL
tifycilop
ehtseo
Dycnega
ehtnihti
wnoissi
metad nam
rodnatne
metatsseulav
fotne
metatssfeileb
dna
woH
dnaetadna
mrieht
eniltuotaht
stnemetats
evahseicnega
ynaM
roFetadna
meht
teemlli
wyeht
wohtuoba
sfeilebrieht
elpmaxe
nasi
nemo
wllatsniaga
ecneloivlladne
otelpmaxe
er usneneht
tsum
wolloftaht
seiciloPtne
metatsnoissi
ma
fotsniaga
ecneloivgnitauteprep
tonsi
noitazinagroeht
tahtnoisserppo
ronoisulcxe
fomrof
ehtni
nemo
w
bull bull bull bull bull
fotne
metatsstnemucod
tnavelerllaweiveR
ctetnemetats
noissimetadna
msfeilebeht
stroppusycilop
ehtfi
enimrete
Detadna
mnoissim
seitiugibma
ehtyfitnedI
seulaveht
htiw
st sartnocycilop
ehtfi
enimrete
Dnoitazinagro
ehtfo
ycilopeht
oteka
mnac
uoysegnahc
ehtyfitnedI
tievorp
miot
tifyc ilop
ehtseo
Deht
htiw
snoitazinagronoitisoplacitilop
wo
H
tahtnoitisop
nasitrapa
naem
tonseod
noitisoplacitilopA
ynamrehtaR
ytraplacitilopralucitrap
astroppus
seussiralucitrap
nosnoitisopdepoleved
evahsnoitazinagro
noitazinagrotsini
mefa
ebya
mnoitazinagro
ruoyelp
maxeroF
dluow
serudecorpdna
seicilopruoy
noitazinagrotsini
mefa
sAytiuqe
yapeikro
wemarf
ytilauqesna
mow
awollof
ctestifenebrevigeracyli
mafdednapxe
bull bull
snoitisoplanoitazinagroeht
ssucsiddna
yfitnedItub
nettirwnu
erataht
seussilaicosgnidrager
esohtfo
emoS
noitazinagroruoy
nihtiw
tsixeyap
msireetnulovsvrobal
diapedulcniya
mcteseussi
htlaehlatnemytiuqe
-tne
metatsfeileb
aot
snoitisopetairporppa
ddAtsixe
tonseod
enofi
enoetaerc
ro
Appe
ndic
es
37
NOITSE
UQ
EG
NELLAH
CES
NOPSE
R
teem
ycilopeht
seoD
sdradnatsmu
minim
noitalsigelrobal
fosthgir
namuh
ycavirpnoitalsigelrednufnoit alsigel
dnastne
meergalautcartnoc
rehtostne
meerga
mehtdeecxe
tiseo
D
lautcartnocdna
evitalsigeltee
mylraelc
dluohsseiciloP
nettirw
si)noitalsigel
ytiuqeneve(
noitalsigeLseitilibisnopser
ehtno
desabsi
tahtkro
wemarf
erutluctnani
moda
morfeht
tcetorpot
keesyehT
spuorgsuonego
mohfo
noitpmussa
elpoepfo
sthgireht
ecnavdatonelpoep
dezilanigram
fosthgir
dnoyebog
dluohsseicilopkro
wemarflanoitcesretni
naylppa
oTsdradnatsla
minim
bull bull bull bull
snoitazinagroeht
dnatsrednudna
weiveR
waleht
rednuseitilibisnopser
seitilibisnopserdnatsrednu
dnastcartnoc
weiveRstcartnoc
fos
mreteht
rednullaf
snoitatcepxemu
minim
ehtereh
wyfitnedI
sseccaot
tnemevorp
midna
tnemecnavda
fot rohs
ytiuqedna
lauqetroppus
nacnoitazinagro
ruoysya
wyfitnedI
ytinutroppo
sihtseod
woH
erudecorpycilopeht
tc apmi
snoitazinagrotegdub
fI
mehttne
melpmi
ottcap
miyrategdub
evahod
seicilopyna
Mot
elbissopmi
emoceblli
wycilop
ehtdezingocer
tonsi
sihttub
ycilopdab
asi
tiesuaceb
ton-
dedracsideb
dnawollof
rofdetnuocca
tonere
wnoitatne
melpmi
fostsoc
ehtesuaceb
bull bull bull bull
htiw
detaicossastsoc
ehtllayfitnedI
ycilopeht
fonoitatne
melpmi
ralugerfo
trapera
stsoceht
erehw
yfitnedIedulcni
dluow
reganam
foyralaSei
-ssenisub
noisivrepusffats
stsoclanoitiddayfitne dI
ylgnidroccategduB
otelbisnopser
sioh
Wsi
ycilopsiht
erusnedna
dootsrednudecrofne
elbisnopsersi
ohw
etatsylraelc
tsum
serudecorpdna
seiciloPhcaEssenevitceffe
gnitaulavedna
gnirotinomtuo
gniyrracrof
detatsylraelc
e bdluohs
elorsnosrep
bull bull
diapnudna
diapfo
selorsuoirav
ehtyfitnedI
noitazinagroeht
fosreb
mem
ehttuo
yrraclliw
ohw
srebme
meht
yfitnedIsreb
mem
ehtetaulave
dnaesivrepusserudecorp
ycilopeht
etaulavedna
weiveretaerc
Appendices
38
NOIT
SE
UQ
EG
NELL
AH
CE
SN
OP
SE
R
eht
sita
hW
rof
msina
hcem
lacitirctnial
pm
ockca
bdeef
tegtaht
stnemucod
gnivileb
dluohsserudecorp
dnaseiciloP
ottnatrop
misi
tieroferehT
sevorpmi
gninraelruo
saretteb
rokcabdeef
edivorpnac
detceffaesoht
wohetats
yl raelcro
elbaeganamnu
evitceffenievorp
yehtneh
wfinialp
mocevisserppo
bull bull bull
seifitnediylraelc
tahtycilop
stnialpmoc
aetaer
Csreb
mem
diapnudna
diaprof
ssecorpeht
srebme
mytinu
mmoc
dnastneilcsresu
ecivrestI
elbisseccas i
ssecorpstnialp
moceht
erusnEyllacisyhp
nacsklof
erehw
decalpeb
dluohselbissecca
tnereffidni
dereffodna
tissecca
nialpraelc
ninettir
web
osladluohs
tIsta
mrofelpoep
ybdessecca
ebnac
titaht
osegaugnal
slevelycaretil
suoir avhti
wycilop
ehtrof
kcabdeefrof
ssecorpeht
yfitnedI
weiver
eb
ycilo
pe
htlli
ww
oH
otdetaci
nu
mm
oce
blli
wo
hw
eso
ht ti
yb
detceffa
ehtyb
detceffeesoht
llaot
tnediveeb
dluohscorpseiciloP
tnatropmi
sinoitacinu
mmoc
fonalp
agnitaer
Cse
moctuobull bull bull bull bull bull
elbisnopsereb
lliw
ohw
elpoepeht
folla
yfitnedIeb
lliw
ohw
esohtdna
noitatnemelp
mirof
noitatnem elp
mieht
ybdetcap
misdnik
tnereffideht
sseccafo
stniopeht
yfitnedIyrassecen
sseccafo
sepytdna
noitatnemelp
mirof
elbisnopseresoht
llaerusnE
seitilibisnopserrieht
tuobaraelc
eraot
ycilopetacinu
mmoc
otnalp
ehtyfitnedI
s rebme
mytinu
mmoc
dnastneilcsresu
ecivresrehto
dnaegaugnal
ycaretilsserdd
Aseussi
ytilibisseccaseussi
eseh tsserdda
otnalp
aetaer
C
Appe
ndic
es
39
NOITSE
UQ
EG
NELLAH
CES
NOPSE
R
weivereht
sitah
Weludehcs
ehtodlli
woh
W
weiver
deweiver
ebdluohs
stnemucod
gnivilsa
serudecorpdna
seiciloPdluohs
ssecorpehT
tnemevorp
mirof
yltnetsisnocdna
ylralugernI
kcabdeefrof
ytinutroppoedivorp
otsa
oseludehcs
aedulcni
dnaseicilop
ehtyb
detceffaesohtlla
morftupni
tegot
redrotahtnesohc
rodetov
ebdluohs
sreweiver
fomaet
aserudecorp
sevitcepsrepfo
esabdaorb
atneserper
bull bull bull
roylraey-
seicilopfo
weiverrof
enile
mita
teSylraey-ib
ebdluohs
tahtspuorg
redlohekatseht
yfitnedIytisrevid
otnoitnetta
htiw
weivereht
nidevlovni
dnassenevitceffe
ehtssessa
otsloot
edivorPycilop
hcaefo
ytiuqe
ycilopsiht
seoD
egnellahclahcrairtap
laicosevisserppo
wo
Hs
mron
gnignellahcflesti
nisi
krowe
marfdetargetni
nagniylppA
neebevah
sufo
ynam
sareve
woHs
mronerutluc
tnanimod
morftrats
dluohse
wsdradnats
naciremA
htroN
ybdenoitidnoc
nide
marfeblli
wserudecorp
dnaseicilop
ruotaht
esimerp
ehtksa
otevah
ew
eroferehTsfeileb
dnaseulav
erutluctnani
modgnidlohpu
tonera
ew
erusnetaht
snoitseuqfo
seiresa
sevle sruonoisserppo
fos
metsysdehcnertne
bull bull bull bull bull bull bull
noisserppodna
yhcrairtapfo
seussieht
yfitnedIycilop
hcaeni
tnerehninihti
wseussi
esehtegnellahc
otwoh
ezigetartSnoitazinagro
ruoygnika
mnoisiced
ehtni
ycnerapsnarteht
weiveRsessecorp
seodtah
Weisevlesruoyrof
snoitseuqetaerC
noitazinagroruo
niekil
koolre
wopycilop
ehtmorf
stifeneboh
wyfitnedI
revore
wopa
dlohpuseicilop
hcihw
enimrete
Dkro
wemarf
emit-lluf
derihsteg
ohWei
-snoitseuq
ksAsi
erehW
denimreted
sihtsi
woH
emit-trap
senimreted
ohW
tegdubeht
nitneps
yenom
seitiroirp
Appendices
40
NOITSE
UQ
EG
NELLAH
CES
NOPSE
R
ehteblli
wtah
Wno
tcapmilaitnereffid
spuorgdezilanigra
m
dnatsrednuot
tnatropmi
sitI
emas
ehtnae
mton
seodlauqEyfitnedi
otspuorg
tnereffidno
seicilopfo
stcapmi
suoiraveht
foytilibissecca
troppusot
wohdna
eilsreirrab
ehtereh
wspuorg
suoiravrof
secivresdna
tnemyolp
me
bull bull bull bull
fos
mitcivera
ohw
elpoepfo
spuorgyfitnedI
noisserppoci
metsysspuorg
suoiravno
stcapmi
ehtyfitnedI
dnaytiuqe
ecnavdataht
stcapmi
hsiugnitsiD
tonod
tahtesoht
sseccaot
sreirrabegnahc
otsya
wezigetartS
ycilopehtlli
wwo
Hnoisserppo
egnellahcnoisserppo
cimetsys
rofseicilop
weiveR bullmsicar
bullaibohpo
mohmsixesoreteh
bullmsielba
bullmsiega
bullmsixes
bullmsirtneconhte
bullmsissalc
bullmsiti
mes-itnabull
msibarA-itnabull
noitanimircsid
suoigilerbull
msilainoloc
bull bull bull
tsrifnretse
wa
sahycilop
ehtfi
enimrete
D
weivdlro
wtuoba
noitpmussa
narof
ycilopeht
ssessAnoitautis
cimonoce-oicos
dnaegaugnalytilibafo
secnereferrof
egaugnaleht
weiveRsnoitp
mussasuoigilernoitazinoloc
Appe
ndic
es
Appendix F Glossary of Anti-Oppression Terms
Ableism Prejudice and discrimination against people living with mental emotional and physicaldisabilities or differences People living with disabilities experience this discrimination segrega-tion and isolation because of peoplersquos prejudices and institutional barriers not because of thedisability or difference itself Deaf Deafened and Hard of hearing people historically have experi-enced systemic ableist oppression as well
Anti-Semitism Discrimination or violence against Jews Judaism and the cultural intellectualand religious heritage of Jewish people The word Semite literally refers to ldquoany of the peoplessupposed to be descended from Shem son of Noah especially the Jews Arabs Assyrians andPhoeniciansrdquo However Anti-Semitism is mostly used to refer to prejudice discrimination andviolence directed at Jews
Class Economic and social groups People in the higher classes make decisions about theeconomy while other people work for wages or are kept out of the economy The things that markdifferences between classes include peoplersquos ability to meet their basic needs their level ofincome wealth and formal education and their connections with people and institutions thathave influence and power In the current economic structure rich people got their wealth bytaking advantage of people at the bottom and middle of the class structure
Classism Any practices and beliefs that judge and value people according to their social class orthe social class that other people assume they belong to Most workplaces use classist languagethat reflects and reinforces the social hierarchy For example they undervalue the work of sup-port staff and decisions do not include the knowledge and opinions of these workers
Colonialism When a foreign power dominates and exploits an indigenous group by taking theirland and resources and using them as cheap labor in order to make money It also means spe-cific era between the 1700s and 1900s when European countries expanded into the Americasand countries of the global South In Europe people justified these practices using racial doc-trines These ideas about hierarchies of race are still widespread Uncovering and challengingthe ideas and ongoing practices of colonialism are important parts of racial equity work
Culture The collective experience beliefs values knowledge economy and ways of life of agroup of people who share past or current experiences Culture changes constantly it is notstatic Every culture is shaped by the land and spaces people inhabit together Individual andgroup culture can also be shaped by language religion racialization gender experiences ofmigration and immigration social class political affiliation family influences age sexual orien-tation geographic origin ethnicity experiences of discrimination or lack of discrimination andexperiences fighting oppression
Disenfranchised Not having full rights as a citizen or not being able to fully participate as amember of the community
41
Appendices
Dominant Culture The beliefs values and judgments of groups with social power The dominantculture is created and maintained by people in the dominant social group People who do notbelong to the dominant group often believe that these values beliefs and judgments are trueinstead of seeing how they reflect the interests of people in power
Dominant group People whose social identity gives them power and privilege In most parts ofCanada dominant identities are White male English-speaking heterosexual able-bodied Chris-tian affluent and middle class thirty to sixty-five years of age university educated from centralCanada Many people have one or more dominant identities
Equity Peoplersquos rights as individuals or members of a group to an equitable share of theresources and influence in society Equity work analyses and challenges unfair systems andpractices and works towards creating outcomes and access that benefit people equally
Exploitation Taking unfair advantage of a person or a group for onersquos own gain or advantageExploitation can be systematic or individual
First Nations A term that reflects the process some Aboriginal peoples in Canada have used toname themselves The word ldquofirstrdquo recognizes the fact that Aboriginal peoples are the originalinhabitants of what is now called Canada The word ldquonationrdquo stresses the fact that Aboriginalpeoples are political collectives who had their own forms of government before Europeans beganto settle here Many First Nations peoples are fighting to re-establish that sovereigntybull The term also refers to a group of Aboriginal people who were previously called a ldquoBandrdquo by
the Department of Indian Affairsbull ldquoFirst Nationrdquo can also mean a group or several groups of Aboriginal people who have the
same ethno-cultural background
Gender identity Features that are tied to how an individual thinks of themselves as a man or awoman A personrsquos gender identity may not be the same as their biological sex
Gender roles The culturally specific behaviors and appearances constructed by a culture todefine what is expected of women and men The expectations of femininity and masculinity areimposed on individuals according to their biological sex
Harassment Persistent ongoing behavior conveying negative attitudes towards an individual orgroup to make them feel intimidated and humiliated Harassment is an exercise of power Itincludes any action that a person knows or should know is not welcome Harassment includesname-calling jokes slurs graffiti insults threats rudeness and crude gestures verbal or physi-cal abuse Human Rights Codes in most provinces prohibit harassment based on race religionsex ethnicity and the other prohibited grounds for discrimination
Heterosexism All practices that convey the message that heterosexuals are better than otherpeople including the assumption that everyone is or must be heterosexual It operates like otherforms of prejudice and discrimination giving privilege and rights to members of the dominantgroupndashheterosexualsndashand not to gay or lesbian people
42
Appe
ndic
es
Hierarchy A system that gives individuals or groups different positions and power People andgroups with a higher rank have more power resources and value than individuals or groups witha lower rank For example in a patriarchy men are given more value than women
Immigrants People who have arrived and settled in Canada in their lifetime Sometimes peopleuse the word incorrectly to refer to Canadian-born racialized people because they assume thatall racialized people were born elsewhere
Inclusive Making sure that all members of the community are represented or involved in allaspects of the community
Integrated Combining information and values from a variety of people and sources in order toget a fuller result that is more inclusive
Islamaphobia The systemic ways and individual practices of racism that target Arab people andhave particular impact on them Some examples include negative stereotyping of Muslim peopledepicting Islam as essentially violent and fundamentalist assuming that all Arabs are Muslimand all Muslims are Arabs
Landed immigrant Persons with legal status who are permanent residents of Canada ratherthan visitors refugee claimants temporary workers or citizens
Marginalization A process that keeps groups or individual from having access to all or part ofthe resources and activities of the community
Oppression When one social group takes advantage of another social group either knowinglyor unconsciously Oppression gives the dominant group privilege and marginalizes anddisenfranchises the subordinated group The dominant social group can use force or social insti-tutions and resources to achieve oppression After a time individual members of the dominantgroup do not need to do anything and unequal treatment becomes so much a part of the socialinstitutions and structures that it seems normal
People of colour Any person who is not White or Aboriginal This term was first adopted in theUnited States by racialized people who were trying to name themselves with a positive identityrather than as ldquonon-whitesrdquo ldquocolouredrdquo ldquoethnicsrdquo or ldquovisible minoritiesrdquo
Privilege Unearned power that gives members of the dominant group economic social andpolitical advantages Privilege also means rights that everyone should have but that are deniedto some people
Racism Any aspect of Canadian society that openly or subtly makes White people and Whitenessnormal and valuable while making racialized communities invisible or devaluing stereotypingand labeling people of colour as ldquoothersrdquo who are different or inferior
43
Appendices
Individual racism The beliefs attitudes and actions of individuals that support or maintainracism Individual racism can be conscious or unconscious It can be active or passive
Institutional racism The network of structures policies and practices in systems and institutionsthat give White people advantages and that discriminate oppress and disadvantage racializedpeople
RacializationRacialized Racial identities are not fixed categories They are shaped by historynationality gender class and identity politics Racial designations often differ from country tocountry The term racialization or racialized makes explicit the ways in which we are socialized todifferentiate groups of people on the basis of superficial physical characteristics where White isthe norm It emphasizes the active process of categorizing people while at the same time reject-ing ldquoracerdquo as a scientific category
Refugee Persons who have to flee their country because they have a ldquowell-foundedrdquo fear ofpersecution based on race religion nationality political opinion or membership in a particularsocial group
Religious discrimination Any institutional or individual practices that exclude and discriminateagainst a person because of their religion In Canada many workplaces do not provide equitablyfor all religions Recently the Supreme Court has ruled that employers must accommodate em-ployees whose religious observances are not recognized in the Christian-based statutory holidayssuch as Easter and Christmas Religious discrimination is often linked to other forms of discrimi-nation For example Irish Catholics were often marked by their class ethnic origins and lan-guage as well as their Catholicism Racialized Muslims often experience racism mixed withreligious discrimination
Sexism Systemic and individual practices that give men privilege make women subordinate andthat shame values identified with women
Social Location or Social Identity A personrsquos membership in a socially constructed groupThese groups are often identified according to superficial characteristics such as skin colourcountry of origin religious beliefs body form etc
Structural This approach to equity work believes that the thoughts and behaviors of the indi-vidual are created and guided by various social structures such as capitalism andor neo-liberal-ism and are therefore limited The focus for change is raising awareness of the limits and chal-lenging the structures
Systemic racism The conscious or unconscious policies procedures and practices that excludemarginalize and exploit racialized people Systemic racism is supported by institutional powerand by powerful ideas often unexamined ones which make racism look normal and justified Forexample institutions that do not have effective complaints procedures or performance appraisaland promotion processes that use equity competencies make it possible for individuals to beracist
44
Appe
ndic
es
45
Transgender person A person who is not comfortable with or who rejects some or all of thegender identity given to their biological sex This is an umbrella terms used to describe trans-sexuals transvestites or cross-dressers and intersex people
Transsexual Someone who has a very strong feeling that they are living in the wrong sex A maletranssexual needs to live as a woman and a female transsexual needs to live as a man Somebut not all transsexuals have surgery to reassign their sex Some have procedures to partiallyreassign their sex and some use hormone therapy A transsexual can be heterosexual homo-sexual or bisexualWhite Refers to people belonging to the dominant racial group enjoy skin privilege in NorthAmerica Australia New Zealand and anywhere European colonialism has created racial inequityThe term ldquoWhiterdquo is capitalized for different reasons than other racial designations ndash Aboriginaland Black The latter identities are claimed with pride in opposition to the names imposed bydominant White society One of the ways that racism operates is to leave the racial identity ofWhite people unidentified ldquoWhiterdquo is capitalized to interrupt the privilege of having Whitenessgo unnamed
White Supremacy A system based on assumption of the ldquorightness of Whitenessrdquo in whichpolitical economic and social systems result in White people having more privilege and powerthan racialized people
many of the terms in the glossary were adapted with permission from Dancing on Live Embers ChallengingRacism in Organization by Tina Lopes and Barb Thomas Toronto Between the Lines 2006
Appendices
Appendix G Focus Group Findings
The following points are the relevant themes that emerged from the focus groups The groups wereasked to answer the following questions
1 How well has your organization and the various sectors practiced an integrated approach to anti- oppression
bull overall feeling that most are doing pretty good workbull some feel frustrated that the policies etc are not fully put into practice by all staff at an
agencybull feeling that the work is silorsquod and separated ndash working on one oppression at a timebull that the work is framed from a white middle class perspectivebull the work is not happening fast or often enough ndash ie deaf woman services gaps and barriers
2 What are the effective practices in the various areas ie policies programming outreach training org development
bull be committed inventive constantly evolve vigilantbull open to change pushing for changebull inclusion at all levels of an organization working together on committees and groupsbull engage diversity responsive to different needs
3 Where are the challengesbull funding shortages piecemeal and targeted on specific groups onlybull lack of accountability lack of clear policies and proceduresbull lack of inclusivity and diversitybull lack of time to be together communicate etcworkloads of service providersbull silorsquod workbull systemic exclusion internal and societal institutions
4 Visions and suggestions for changebull core guidelines with key values ndash written down and put into practicebull accountability in staff and managementbull commitment from all levelsbull everyone open to challengebull look at themes not populationsbull community drivenbull training and toolsbull fully funded and supported by structures
5 Who would take up the facilitation of changebull not one personbull coalitionsbull community groupsbull all levels of organization including service users
46
Appe
ndic
es
Recommendation(s)
a Conduct a review of existing policies procedures and practices that organizations feel repre-sent their best efforts of an integrative anti-oppressive framework
b Working groups should be created to develop the most effective integrative policies andprograms The groups should include diverse members from different social locations com-munities and be representative of all levels of the organization including service users
c Organizations must support this work by allocating time personnel and resourcesd Organizations must demonstrate commitment to the work by reviewing all policies proce-
dures and programs through the lense of an integrative anti-oppressive frameworke A tool kit should include templates of policies and procedures to simplify the writing of work
done by the committeesworking groupf This work is not static and must be revisited regularly in order to incorporate new informa-
tiong Organizations should offer regular training and workshops on how to put an integrative anti-
oppression framework into practiceh Organizations must hold staff and volunteers accountable to adhering to agency practice by
offering training and supervision including key values in mandate and mission statementsand integrative anti-oppressive practices in personnel and volunteer policies
Focus group participants
The following organizations participated in focus groups in 2005-06 for the Integrative Anti-Oppression Project
Woman Abuse CouncilFCJ Refugee Centre519 Community CentreNelliersquosSpringtidersquos Women with Disabilities ProgramToronto Rape Crisis CentreMulticultural Women Against RapeCentral Neighbourhood HouseAccess Alliance Multicultural Community Health CentreA Commitment to Training and Employment for Women (ACTEW)Arab Community Centre of TorontoAssaulted Womenrsquos HelplineBarbara Schlifer Counselling ClinicBlack Creek Community Health CentreCentral Family IntakeErnestine Womenrsquos ShelterFamily Services AssociationFlemingdon Neighborhood ServicesKorean Canadian Womenrsquos Association
47
Appendices
Macaulay Child Development CentreSt Christopherrsquos HouseSt Joseph Womenrsquos Health CentreSt Michael HospitalStonegate Community Health CentreUrban Alliance on Race RelationsWomenrsquos Counselling Referral and Education CentreYorktown ShelterYWCA
48
Appendix H References
Dancing on Live Embers Challenging Racism in Organizations Tina Lopes and Barb Thomas Be-tween the Lines Toronto 2006
Campbell C (2003) Anti-oppressive social work Promoting equity and Social Justice Editor DrCarolyn Campbell Halifax Nova Scotia Dalhousie UniversityRetrieved Jan 22 2008httpaoswsocialworkdalcawhatisaoswhtml
Roundtable on Anti-Oppression Politics in Anti-Capitalist Movements Edited by Sharmeen Khan ndashparticipants in the roundtable Kirat Kaur Junie Deacutesil Gary KinsmanRetrieved Jan 22 2008httpuppingtheantiorgnode1380
Williams C (2003) ldquoSeeking Cultural Competence What Is It How Do You Develop It and How DoYou Know When Yoursquove Got Itrdquo In WShera (Ed) Emerging Perspectives on Anti-Oppressive Practice(pp 265 - 278) Toronto Canadian Scholarsrsquo Press Inc
- Front Page1-1
- ManualModEN2
- ManualModEN3
- ManualModENCon
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icie
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Part 2 Applying integrated anti-oppression to policies
The five steps in integrated anti-oppression policy review
Developing and revising policies can be a huge administrative task that costs a lot of money As aresult policies in community service organizations tend to stay the same for years This is a problemPolicies set out how the organization works and must be revised regularly as information changesand our knowledge grows We hope that our five-step process will make it easier to plan for andinclude integrated anti-oppression in your policy review process The five steps are
1 Set a schedule for reviewing policies
2 Create a work plan
3 Set up a Policy Review Committee
4 Review the organizationrsquos policies
5 Make recommendations
The sections below explain more about each step Appendix A includes blank copies of the forms youcan use at each step in the process
9
Applying Integrated Anti-oppression To Policies
Step 1 Set a schedule for reviewing policies
Every organization should regularly include policy review in its work plan A policy review schedulecan make sure that all of the organizationrsquos policies are examined every two or three years
The schedule should include all of your policies and say which policies will be reviewed each yearBy rotating which policies are reviewed the organizationrsquos policies will become living documentsthat change and grow as knowledge increases
Consider how many policies a committee can review in a six to eight week period Build your sched-ule to reflect the size of your organization and the number of policies you need to review
Here is a sample schedule for a small organization
Use the chart on page 26 (Appendix A) to create your policy review plan
10
etaD aerA weiverotseicilopfotsiL
1raeY lennosreP gniriHgniriF
stifeneBeeyolpmEseiciloplennosreprehtO
2raeY lanoitarepO gnimmargorPtseretnIfotcilfnoC
erusolcsid-noNytilaitnedifnoCseiciloplanoitareporehtO
3raeY srotceriDfodraoB tnemtiurceRdraoBseettimmoC
laicnaniFseicilopdraoBrehtO
Appl
ying
Inte
grat
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nti-o
ppre
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n To
Pol
icie
s
Step 2 Create a work plan
Once you have a policy review schedule create a work-plan for the policy review process Make sureto allow enough time for a successful and meaningful review
To help create this work plan we suggest using the Framework for Policy Review and Developmentincluded as Appendix E Here is a sample of a basic work plan
Use the chart on page 27 (Appendix A) to create your workplan Use the Framework on pages 36 to40 (Appendix E) to help you develop the work plan
otsdeentahWneppah
siohWelbisnopser
sksaT eniLemiT
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etivniotrettelaetirWsrebmemytinummoc
dnasresuecivrestiurcerffats
1beF-retteL
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-sweivretnIskeew2
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srebmem
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nosiailffats
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52enuJ
11
Applying Integrated Anti-oppression To Policies
Step 3 Set up a Policy Review Committee
Often people think that committees are a cumbersome and time-consuming way to work Howeverworking with a diverse group is the best way to build integrated anti-oppression into the organiza-tionrsquos policies
You will need to decide the size of your policy review committee It should be large enough to includea variety of perspectives but not so large that it will be difficult to complete its work in the time setfor the process Remember to think about how many people the budget can accommodate and whoshould be represented
Committee members will have access to sensitive and confidential material For this reason theymust agree to confidentiality and sign a letter that outlines this agreement
Inviting members to joinInvite or recruit members from the community and from within the organization You should
bull use accessible language and formats in your invitationbull invite people to join well before the committee starts its work andbull give people clear information about what you expect from the committee what their
responsibilities will be and how much time the committees work will take
Who should be on the committeeMake sure that the committee reflects diverse identities and has representation from people whodo not traditionally have decision making power
bull the majority of the committee should identify as racialized or aboriginalbull the majority of the committee should be people who have no or little decision-making
power in the organizationbull all committee members should identify part of their social location as a member of a
marginalized group andbull as a whole the committee should represent the demographic of people who use the
organizationrsquos service
Make sure that your committee includes representation from people who will be impacted by thepolicy such as
bull community members including service usersbull Volunteersbull Frontline staffbull Managementbull Board
People who sit on behalf of the Board of Directors and management must be able to make decisionsand speak on behalf of the decision-makers they represent Make sure they are clear about whatprocess they should use to check in and communicate with the board or management
Supporting the committeeThe organization must fully fund the participation of all committee members This includes moneyfor transportation child care interpretation accessible space and attendant care An honorariumshould be given to committee members who are community members
12
Appl
ying
Inte
grat
ed A
nti-o
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icie
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Ideally the organization shouldbull Provide financial support to everyone without stigmatizing those members who are
poor or who identify as marginalized socio-economically In addition the organizationmust work with members who receive social assistance to make sure that they arenot penalized for any financial support they get for doing this work Perhaps one ofthe first policies the committee could review is the Honorarium policy or the policiesabout Committee Membership
bull Supply a resource person to the committee Their role is toi keep notes of the meetingsii make notes about recommendations for how policies should be revisediii research legislative benchmarks human rights provisions employment
standards and any other matters as needediv create information packages for committee members that include relevant
internal documents such as complaints salary and benefit grids and collec-tive agreements
v report back to the organization on the committeersquos progress or on issues thatneed broader discussion
If this person is a staff person with other responsibilities they should be given timeto work on this process Committee work should not be added on to their otherduties and squeezed in when possible Allocating staff time for this work is one wayto make sure it has priority within the organization
bull Develop terms of reference for the committee It should include a statement of thecommitteersquos mandate The terms of reference should include details of the scopeand boundaries of the work the timelines and the responsibilities of the committeeas a whole and of the facilitators (See Appendix B for sample terms of reference)
bull Ensure all committee members have a copy of the organizationrsquos anti-discriminationandor anti-harassment policy In addition consider developing some guidelines forconflict resolution (see Appendix C for a sample of conflict resolution guidelines )
bull Develop an agenda for the meetings For the first meeting the agenda should in-clude
i choosing a facilitator and co-facilitatorii reviewing the terms of referenceiii introduction to the process and each otheriv schedule of meetingsv introduction to the package of materialsvi expectations and role of the committeevii discussion about the power differences between committee members and how the committee should be mindful of this while making decisionsviii guidelines for decision making (see Appendix D for a sample of a decision making chart)
Ask the committee members to provide feedback on their experiences working on this projectafter they go through the whole policy review process This will support the organization toidentify and alleviate barriers and improve the process for the next round
13
Applying Integrated Anti-oppression To Policies
Step 4 Review the organizationrsquos policies
Once the committee is ready to begin work it should review each policy We have developed ques-tionnaires to help facilitate discussion of the three vital questions at this stage of the processnamely
bull how accessible is the policybull how are different people affected by the policybull how can the policies be changed to truly include everyone
Blank copies of these questionnaires are included in Appendix A
To help you understand how to use these tools we have included questionnaires that have beencompleted in response to the following policy provided by Springtide Resources Please note thatthis is an old version of one of our policies Springtide Resources has recently used the integratedanti-oppression framework to update all of its policies
Sample policy ndash PAID HOLIDAYS(from Education Wife Assault (EWA)ndash the name for Springtide Resources before 2006)
EWA staff will be paid for ten statutory holidaysNew Yearrsquos Day Canada day Thanksgiving Day BoxingDay Good Friday Christmas Day Labor Day Victoria DayEaster Monday Civic Holiday
A religious holiday of the employeersquos choice may be substituted forEaster Monday
Permanent part-time staff who work 21 hours a week are entitled to allstatutory holidays
Building Closure
When the EWA offices are closed between Christmas and New Yearrsquosemployees will be paid for these days
14
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grat
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icie
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How accessible are your policiesThe questions in this section are designed to help you think about whether the policy documents areaccessible ldquoAccessiblerdquo includes where the policy is physically located its format and how mean-ingful the policy is The best policies will be representative and make sense to a variety of users
To make policies accessible you should aim toKeep the policies in a place where anyone who wants to read them can access themwithout barriersMake sure that the policies can be and are translated into different and appropriatelanguage and cultural interpretations as well as physical formatsUse language that is clear and direct rather than full of jargonUse wording that makes the policy intentions easy to understandHave a clear statement about who the policy applies to and who is responsible forputting it into practiceBeing flexible in the policy to allow for different cultural beliefs and values unlessthere are legal reasons to limit your flexibility
Questions for discussionTo check your policies for accessibility use these questions in your discussion
1 Is the policy in a barrier-free location
2 Is the policy available in different formats Do we invite comment about the format
3 Is the policy written in language that is easy for most clients and all staff to understand Lookfor jargon that only makes sense to workers in your organization but is not recognized by others
4 Can the policy be easily translated to other languages
5 Does the policy say who it affects Does it say who is responsible for implementing it
6 Does the policy reflect various cultural beliefs and values This question can lead to a toughdiscussion about cultural beliefs and values that may undermine social equity There are nofast and easy answers but again the policies should be living documents that change and adaptto our new information and knowledge about difference
7 If there is a process in the policy are the steps flexible and adaptable to accommodate differ-ences
8 Does the policy invite people to give feedback and comments about what it says
Record your decisions on the form ldquoHow accessible is this policyrdquo This form is on page 28 (AppendixA)
15
Applying Integrated Anti-oppression To Policies
Here is how we used our questionnaire to assess our policy about Paid Holidays
How accessible is this policy
16
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ehttuobatnemmocetivniewoDtamrof
X
X
ffodetnirpnehw-tnirpnielbaliavaylnOrevreseht
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X
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detceffa
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etadommoccaotelbatpadasecnereffid
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syastitahwtuoba
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Appl
ying
Inte
grat
ed A
nti-o
ppre
ssio
n To
Pol
icie
s
How do our policies affect different peopleThe questions in this section are designed to facilitate discussion about the impacts of policies ondiverse lived experiences Some questions can be answered with yes or no responses and othersrequire more information The term ldquoimpactrdquo in this context is used in a broad sense to refer to bothbenefits and restrictions
To consider how people are affected you should aim for a policy thataffects people equitablyincorporates values that are of similar importance for people with different livedexperiencessays what it does not do and outlines steps to changewas created with input from the range of people who are affected by it
Questions for discussionTo check how your policies affect different people use these questions in your discussion
1 How has the policy been implemented What procedures and practices have resulted
2 Who benefits from this policy How
3 Who does not benefit How
4 What are the barriers to equitable impacts What are the kinds of barriers (legislated finan-cial etc)
Record your decisions on the form ldquoHow does this policy affect different peoplerdquo This form is onpage 29 (Appendix A)
17
Applying Integrated Anti-oppression To Policies
Here is how we used this questionnaire to assess our policy about Paid Holidays
How does this policy affect different people
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18
Appl
ying
Inte
grat
ed A
nti-o
ppre
ssio
n To
Pol
icie
s
What are the gaps in policy and what can we do to make changesThe questions in this section are exploratory to help begin discussions to identify gaps and generateideas for change Use a flipchart with the questions as headers This will allow everyone to contrib-ute and build on the information and ideas
Questions for discussion
1 Does the policy recognize and identify how different people will be affected
2 Is the policy flexible enough to respond to the different lived experience that people have
3 If the policy is not flexible does it say what the organization will do to change this Does theplan for change include timelines
4 Does the policy say how people can give input or feedback about how the policy affectsthem What comments questions and complaints do people have about this policy or thepractices and procedures that this policy has created
5 Does the policy include diverse cultural norms and values What are they
Record your decisions on the form ldquoPolicy gaps and what we can dordquo This form is on page 30 (Ap-pendix A)
19
Applying Integrated Anti-oppression To Policies
Here is how we used this questionnaire to assess our policy about Paid Holidays
Policy gaps and what we can do
20
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sihtegnahcot
edulcniegnahcrofnalpehtseoDsenilemit
X
X
oN
oN
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mehtstceffaycilopehtwoh
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yehteratahW
X ssalcfonoitingoceremossierehTotsrekrowemittraprof-seussi
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Appl
ying
Inte
grat
ed A
nti-o
ppre
ssio
n To
Pol
icie
s
Step 5 Make recommendations
Once the committee has assessed the policies it must create a report that outlines its recommenda-tions The report should summarize how each policy could be improved To come up with recommen-dations for improving each policy the committee can review comments from the questionnaires
The main question in this step of the process is What would improve this policy so that it inte-grates anti-oppressive practice Use flipchart paper to record ideas This allows committee mem-bers to share information and build upon each otherrsquos ideas
Facilitate the discussionThere will be different perspectives and ideas about what changes will benefit people and how toaccomplish these changes Because of this there is potential for conflict Here are some hints tohelp make sure that this discussion will lead to recommendations that can help your organization
Ask the committee to choose a facilitator for the discussion Their role isto support everyone in being heardto solicit all ideas and perspectivesto make sure that opposing viewpoints or challenges are given and received in afriendly and open mannerto help the committee build consensus andto finalize recommendations
The facilitator should not offer ideas to the discussion Their role is to help make sure all of thecommitteersquos ideas are recorded The organization may choose to hire an outside facilitator for thispart of the discussion
Have the facilitator review the committeersquos Terms of Reference and Conflict Guidelines Remindeveryone that this is ongoing work
Write a reportFor each policy the committee should write a recommendations report
This report has three columns
Write the committeersquos recommendations in the left-hand column The recommendations may rangefrom fairly simple to quite complex They can be one-time actions or multi-staged changes
The committee should leave the two columns on the right empty ndash these will be filled out by deci-sion-makers in the organization They will review the recommendations and decide what to do withthem
noitadnemmoceR elbisnopsersiohW enilemiT
21
Applying Integrated Anti-oppression To Policies
Assessing the recommendationsAs soon as possible the decision-makers in the organization should review the recommendationsand fill out the right-hand columns of the recommendations report The management or Board ofDirectors must decide Who is responsible They must also set a Timeline
The organization is not required to act immediately on all of the committeersquos recommendationsSome recommendations may not be possible or viable in the immediate future and may need longerterm planning
To decide how to implement the recommendations the decision-makers should considerbull how urgent the issue isbull the workloads of the staff involved in changing the policybull the fiscal timingbull what research the organizations needs andbull how much time the organization needs to prepare
For example a policy change that does not involve employment standards or financial supports couldbe implemented fairly quickly A policy change that involves rewriting translating and adaptingpolicies will takes time so it may not be implemented until well after the organization has finishedtaking care of its year-end reporting responsibilities
Once the Board or management has done this work they should give copies of their completedreport to every member of the committee and to all staff volunteers and community members whoare affected by the policy This helps keep the policy process open and helps people feel that thepolicy process is collaborative among everyone in the organization
Use the ldquoReport of recommendationsrdquo chart on page 31 (Appendix A) to record your decisions
22
Appl
ying
Inte
grat
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nti-o
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n To
Pol
icie
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Here is a sample report of recommendations
Report of recommendations
23
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esoohc
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ffoemitdiap
ehtfoeettimmoCyciloPsrotceriDfodraoB
shtnom3nihtiW
hcussmretniatrecfosnoitinifedddAycilopehtotsyadilohyrotutatssa
oiratnOehtotecnereferekaMtahtnoitalugeRsdradnatStnemyolpmE
ycilopsihtstceffa
ehtfoeettimmoCyciloPsrotceriDfodraoB
shtnom3nihtiW
ycilopehtfoypocdrahatuotnirPseiciloprehtohtiwrednibanitituP
siohwenoyreveerehwrednibehtecalPdnatisseccanacycilopehtybdetceffa
tidaer
rotceriDevitucexEsreganaMmargorP
shtnom3nihtiW
emitynanisyadfoegnahcxeedulcnIswonkenoyrevetahtoserudecorpffo
odottahw
rotceriDevitucexEsreganaMmargorP
shtnom6nihtiW
Appendices
Part 3 Appendices
Appendix A Forms
Appendix B Sample Terms of Reference
Appendix C Sample Conflict Resolution Guidelines
Appendix D Sample Decision Making Chart
Appendix E Framework for policy development and review
Appendix F Glossary of Anti-Oppression Terms
Appendix G Focus Group Findings
Appendix H References
24
Appe
ndic
es
Appendix A Forms
bull Plan for policy reviewbull Work planbull How accessible is this policybull How does this policy affect different peoplebull Policy gaps and what we can dobull Report of recommendations
25
Appendices
Plan for policy review
26
etaD aerA weiverotseicilopfotsiL
1raeY
2raeY
3raeY
Appe
ndic
es
Work plan
otsdeentahWneppah
siohWelbisnopser
sksaT eniLemiT
27
Appendices
How accessible is this policy
seYsdeeN
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nielbaliavaycilopehtsIstamroftnereffid
tuobatnemmocetivniewoDtamrofeht
ninettirwycilopehtsIrofysaesitahtegaugnal
dnatsrednuotstneilctsom
ylisaeebycilopehtnaCrehtootdetalsnart
segaugnal
tiohwyasycilopehtseoDstceffa
siohwyastiseoDrofelbisnopser
tignitnemelpmi
suoiravtcelferycilopehtseoDseulavdnasfeileblarutluc
ehtnissecorpasierehtfIspetsehteraycilop
otelbatpadadnaelbixelfsecnereffidetadommocca
etivniycilopehtseoDkcabdeefevigotelpoep
tahwtuobastnemmocdnasyasti
28
Appe
ndic
es
How does this policy affect different people
snoitseuQ noitnettAfosaerA
neebycilopehtsahwoHdetnemelpmi
evahsecitcarpdnaserudecorptahWdetluser
ycilopsihtmorfstifenebohW
woH
tifenebtonseodohW
woH
otsreirrabehtyfitnediuoynaCeraepyttahWstcapmielbatiuqe
)ctelaicnanifdetalsigel(yeht
dnasnoitseuqstnemmoctahWsihttuobaevahelpoepodstnialpmocserudecorpdnasecitcarpehtroycilop
detaercsahycilopsihttaht
ecivresffatsehtodtahWrosrebmemytinummocsresu
ycilopsihttuobayassreetnulov
29
Appendices
Policy gaps and what we can do
seYsdeeN
krownoitnettAfosaerA
wohyasycilopehtseoDeblliwelpoeptnereffid
detceffa
lliwelpoeptahttimdatiseoDsyawtnereffidnidetceffaeb
hguoneelbixelfycilopehtsItnereffidehtotdnopserot
elpoeptahtsecneirepxedevilevah
elbixelftonsiycilopehtfIehttahwyastiseod
otodlliwnoitazinagrosihtegnahc
egnahcrofnalpehtseoDsenilemitedulcni
wohyasycilopehtseoDrotupnievignacelpoepehtwohtuobakcabdeef
mehtstceffaycilop
edulcniycilopehtseoDdnasmronlarutlucesrevid
seulav
yehteratahW
30
Appe
ndic
es
Report of recommendations
noitadnemmoceR siohWelbisnopser
enilemiT
31
Appendices
Appendix B Sample Terms of Reference ndash Policy Review Committee
PreambleINSERT YOUR ORGANIZATION NAME is committed to applying an integrated anti-oppression frame-work to all undertakings of the organization To that end the organization will ensure that all poli-cies will be regularly reviewed and updated to reflect an integrated anti-oppression perspective
MandateThe mandate of the Policy Review Committee is to review the policies listed below with the objectiveof providing the organization with feedback and recommendations as to how the policies can betterreflect an integrated anti-oppression analysis The committee may also recommend the deletion oraddition of policies in this process
Type of Committee
The Policy Review Committee is a short term project based committee composed of communitymembers from the service area of YOUR ORGANIZATION NAME and frontline staff managementvolunteers Board and people who have accessed our service
Composition
Members should self-identify in one or more of the following waysbull racialized or aboriginalbull people who have little or no decision making power in the organization including service usersbull members of a marginalized groupbull representative of the demographic of organizationrsquos community
Timeline
The committee will complete the said work in a period of not longer than INSERT DATE HERE (3months from the start date of the review)
Deliverables Recommendations Report
Scope
Committee members shall have access to the policies of the organization mission statement by-laws salary grids collective agreements board meeting minutes complaints received strategicplan and all other relevant documents with the exception of the followingbull personnel filesbull in-camera Board meeting minutesbull client filesbull private legal material
32
Appe
ndic
es
Appendix C Sample Conflict Resolution Guidelines ndash Policy ReviewCommittee
PrinciplesIt is in places of conflict that the potential for change exists Conflicting ideas beliefs and valueswill ensure a rich dialogue and essential learning opportunities for everyone Committee membersare charged with reminding themselves that the committee exists in the service of the organizationwith the ultimate goal of better serving the community Each person on the committee has theresponsibility to deal directly with each other and commit to engaging with each other as allies inthis work
The organization will endeavor to assemble the relevant material that will be useful in meeting theobjectives of the committee prior to the beginning of the project and will ensure that any relevantmaterials will be delivered to the committee as quickly as possible
The decisions and recommendations of the committee do not bind the organization into action TheBoard of Directors andor Executive Director of the organization will review the recommendations ofthe committee and ultimately decide what can be instituted
Budget and Additional Resources
The Policy Review Committee has a budget of $$$$$ The budget will cover the committee costs- member expenses childcare travel long distance calls honorarium- meeting expenses accessible meeting room refreshments conference calls- accessibility expenses ASL interpretation note taking attendant care- supplies photocopying office supplies
Staff resource- maintain minutes and discussion notes for the committee- retrieve documents that the committee requires- assist in organizing meetings and refreshments for meetings
Meetings
Meetings will be held at an accessible meeting space ndash onsite at the organization if possible
The committee is responsible to elect co-chairpersons during the first committee meetingThe responsibilities of the co-chairs in consultation with the whole committee are tobull organize meetingsbull develop the agendabull organize committee communicationbull keep committee members on taskbull organize the completion of the final reportbull maintain communication with the organization including updates requests concerns etc
33
Appendices
34
Remember that resolving conflict does not necessarily mean that a person will change their view-point or opinion A resolution of conflict implies that each party has had the opportunity to sharetheir perspective be heard have opportunity for discussion and then have closure
How we deal with our colleagues when we have a different opinion or viewpoint can either open usup to new learning or shut us down The following are some key points to keep in mind
i Recognize that conflict is a healthy part of communication if all parties understand theirresponsibilities in the process
ii Parties should approach the process with the idea of creating a learning environmentiii Parties should be prepared to listen to each other ndash that is really listen without interrupt-
ing or preparing your argument in your headiv If you are challenging a statement made by another person ndash it is important to state
concisely where you believe the problem lies and if it furthers the learning moment tostate the impact on yourself
v Do not belabor the point or make comments about the otherrsquos motivation for the state-ment (ie They are ignorant bigoted etc)
vi The person who has been challenged should take away the information to think aboutwhere their learning lies ndash the statement back to the challenger should include how youwill approach the information that was shared with you from the other person
vii If you do not agree with the challengerrsquos view ndash further dialogue may be necessaryviii State your own view and where you believe the problem liesix Each person is responsible to think critically about the otherrsquos view with a goal of finding
common ground andor compromise andor the decision to agree to disagree ndash which isallowing space for differing points of view
x It is important that both parties do not disengage from the process by complaining orexpressing dissatisfaction about the other person to other people ndash that kind of behaviorlowers the integrity of the process and the party who engages in it
xi Try to understand each otherrsquos perspective without judging the person or making assump-tions about each other
Co-chairs responsibilitiesbull reminding members of the guidelines of conflict resolutionbull arranging time in the agenda to address conflict in the groupbull mediating conversations between the parties in conflictbull negotiating resolutionbull If the conflict is in regards to making a decision The co-chairs should refer to the decision
making guidelines
The guidelines presented above should not be used in situation of discrimination and abuse Inthose situations the committee should follow the procedures in the organizations anti-discriminationor anti-harassment policies
Appe
ndic
es
35
snoitpO snosaeRstifeneBrof
snosaeRsmelborPtsniagA
puorGnoisiceD
rofsnosaeRnoisiceD
Appendix D Sample Decision Making Chart ndash Policy Review Committee
Appendices
36
App
endi
x E
Fra
mew
ork
for p
olic
y re
view
and
dev
elop
men
t
We
deve
lope
d th
is fr
amew
ork
duri
ng th
e fir
st p
hase
of t
his
proj
ect
Its
purp
ose
is to
hel
p or
gani
zatio
ns u
se a
n in
tegr
ated
ant
i-opp
ress
ion
fram
ewor
k ap
proa
ch w
hen
revi
ewin
g an
d de
velo
ping
pol
icie
s
NOITSE
UQ
EG
NELLAH
CES
NOPSE
R
esoprupeht
sitah
Wrodna
ycilopsiht
foerudecorp
erusneotyrassecen
siycilop
aneh
wwonk
ottluciffid
ebn ac
tIruoy
tahterusne
otdna
seicilopyna
moot
gnitaercton
erauoy
ehtgniyfitnedI
stnemetats
gnitcilfnocgnika
mton
e raseicilop
edivorpsalle
wsa
sllaftipeseht
diovapleh
nacesoprup
otyrassecen
eblliw
serudecorptah
wdna
wohot
sanoi tcerid
esoprupeht
teem
bull bull bull bull
ycilopeht
rofelanoitar
ehtedivorP
tnetniytiuqe
ehtyfitnedi
ylraelCseitilibisnopser
evitalsigelyfitnedI
)s(ycilopetairporppa
ehtot
serudecorpkniL
tifycilop
ehtseo
Dycnega
ehtnihti
wnoissi
metad nam
rodnatne
metatsseulav
fotne
metatssfeileb
dna
woH
dnaetadna
mrieht
eniltuotaht
stnemetats
evahseicnega
ynaM
roFetadna
meht
teemlli
wyeht
wohtuoba
sfeilebrieht
elpmaxe
nasi
nemo
wllatsniaga
ecneloivlladne
otelpmaxe
er usneneht
tsum
wolloftaht
seiciloPtne
metatsnoissi
ma
fotsniaga
ecneloivgnitauteprep
tonsi
noitazinagroeht
tahtnoisserppo
ronoisulcxe
fomrof
ehtni
nemo
w
bull bull bull bull bull
fotne
metatsstnemucod
tnavelerllaweiveR
ctetnemetats
noissimetadna
msfeilebeht
stroppusycilop
ehtfi
enimrete
Detadna
mnoissim
seitiugibma
ehtyfitnedI
seulaveht
htiw
st sartnocycilop
ehtfi
enimrete
Dnoitazinagro
ehtfo
ycilopeht
oteka
mnac
uoysegnahc
ehtyfitnedI
tievorp
miot
tifyc ilop
ehtseo
Deht
htiw
snoitazinagronoitisoplacitilop
wo
H
tahtnoitisop
nasitrapa
naem
tonseod
noitisoplacitilopA
ynamrehtaR
ytraplacitilopralucitrap
astroppus
seussiralucitrap
nosnoitisopdepoleved
evahsnoitazinagro
noitazinagrotsini
mefa
ebya
mnoitazinagro
ruoyelp
maxeroF
dluow
serudecorpdna
seicilopruoy
noitazinagrotsini
mefa
sAytiuqe
yapeikro
wemarf
ytilauqesna
mow
awollof
ctestifenebrevigeracyli
mafdednapxe
bull bull
snoitisoplanoitazinagroeht
ssucsiddna
yfitnedItub
nettirwnu
erataht
seussilaicosgnidrager
esohtfo
emoS
noitazinagroruoy
nihtiw
tsixeyap
msireetnulovsvrobal
diapedulcniya
mcteseussi
htlaehlatnemytiuqe
-tne
metatsfeileb
aot
snoitisopetairporppa
ddAtsixe
tonseod
enofi
enoetaerc
ro
Appe
ndic
es
37
NOITSE
UQ
EG
NELLAH
CES
NOPSE
R
teem
ycilopeht
seoD
sdradnatsmu
minim
noitalsigelrobal
fosthgir
namuh
ycavirpnoitalsigelrednufnoit alsigel
dnastne
meergalautcartnoc
rehtostne
meerga
mehtdeecxe
tiseo
D
lautcartnocdna
evitalsigeltee
mylraelc
dluohsseiciloP
nettirw
si)noitalsigel
ytiuqeneve(
noitalsigeLseitilibisnopser
ehtno
desabsi
tahtkro
wemarf
erutluctnani
moda
morfeht
tcetorpot
keesyehT
spuorgsuonego
mohfo
noitpmussa
elpoepfo
sthgireht
ecnavdatonelpoep
dezilanigram
fosthgir
dnoyebog
dluohsseicilopkro
wemarflanoitcesretni
naylppa
oTsdradnatsla
minim
bull bull bull bull
snoitazinagroeht
dnatsrednudna
weiveR
waleht
rednuseitilibisnopser
seitilibisnopserdnatsrednu
dnastcartnoc
weiveRstcartnoc
fos
mreteht
rednullaf
snoitatcepxemu
minim
ehtereh
wyfitnedI
sseccaot
tnemevorp
midna
tnemecnavda
fot rohs
ytiuqedna
lauqetroppus
nacnoitazinagro
ruoysya
wyfitnedI
ytinutroppo
sihtseod
woH
erudecorpycilopeht
tc apmi
snoitazinagrotegdub
fI
mehttne
melpmi
ottcap
miyrategdub
evahod
seicilopyna
Mot
elbissopmi
emoceblli
wycilop
ehtdezingocer
tonsi
sihttub
ycilopdab
asi
tiesuaceb
ton-
dedracsideb
dnawollof
rofdetnuocca
tonere
wnoitatne
melpmi
fostsoc
ehtesuaceb
bull bull bull bull
htiw
detaicossastsoc
ehtllayfitnedI
ycilopeht
fonoitatne
melpmi
ralugerfo
trapera
stsoceht
erehw
yfitnedIedulcni
dluow
reganam
foyralaSei
-ssenisub
noisivrepusffats
stsoclanoitiddayfitne dI
ylgnidroccategduB
otelbisnopser
sioh
Wsi
ycilopsiht
erusnedna
dootsrednudecrofne
elbisnopsersi
ohw
etatsylraelc
tsum
serudecorpdna
seiciloPhcaEssenevitceffe
gnitaulavedna
gnirotinomtuo
gniyrracrof
detatsylraelc
e bdluohs
elorsnosrep
bull bull
diapnudna
diapfo
selorsuoirav
ehtyfitnedI
noitazinagroeht
fosreb
mem
ehttuo
yrraclliw
ohw
srebme
meht
yfitnedIsreb
mem
ehtetaulave
dnaesivrepusserudecorp
ycilopeht
etaulavedna
weiveretaerc
Appendices
38
NOIT
SE
UQ
EG
NELL
AH
CE
SN
OP
SE
R
eht
sita
hW
rof
msina
hcem
lacitirctnial
pm
ockca
bdeef
tegtaht
stnemucod
gnivileb
dluohsserudecorp
dnaseiciloP
ottnatrop
misi
tieroferehT
sevorpmi
gninraelruo
saretteb
rokcabdeef
edivorpnac
detceffaesoht
wohetats
yl raelcro
elbaeganamnu
evitceffenievorp
yehtneh
wfinialp
mocevisserppo
bull bull bull
seifitnediylraelc
tahtycilop
stnialpmoc
aetaer
Csreb
mem
diapnudna
diaprof
ssecorpeht
srebme
mytinu
mmoc
dnastneilcsresu
ecivrestI
elbisseccas i
ssecorpstnialp
moceht
erusnEyllacisyhp
nacsklof
erehw
decalpeb
dluohselbissecca
tnereffidni
dereffodna
tissecca
nialpraelc
ninettir
web
osladluohs
tIsta
mrofelpoep
ybdessecca
ebnac
titaht
osegaugnal
slevelycaretil
suoir avhti
wycilop
ehtrof
kcabdeefrof
ssecorpeht
yfitnedI
weiver
eb
ycilo
pe
htlli
ww
oH
otdetaci
nu
mm
oce
blli
wo
hw
eso
ht ti
yb
detceffa
ehtyb
detceffeesoht
llaot
tnediveeb
dluohscorpseiciloP
tnatropmi
sinoitacinu
mmoc
fonalp
agnitaer
Cse
moctuobull bull bull bull bull bull
elbisnopsereb
lliw
ohw
elpoepeht
folla
yfitnedIeb
lliw
ohw
esohtdna
noitatnemelp
mirof
noitatnem elp
mieht
ybdetcap
misdnik
tnereffideht
sseccafo
stniopeht
yfitnedIyrassecen
sseccafo
sepytdna
noitatnemelp
mirof
elbisnopseresoht
llaerusnE
seitilibisnopserrieht
tuobaraelc
eraot
ycilopetacinu
mmoc
otnalp
ehtyfitnedI
s rebme
mytinu
mmoc
dnastneilcsresu
ecivresrehto
dnaegaugnal
ycaretilsserdd
Aseussi
ytilibisseccaseussi
eseh tsserdda
otnalp
aetaer
C
Appe
ndic
es
39
NOITSE
UQ
EG
NELLAH
CES
NOPSE
R
weivereht
sitah
Weludehcs
ehtodlli
woh
W
weiver
deweiver
ebdluohs
stnemucod
gnivilsa
serudecorpdna
seiciloPdluohs
ssecorpehT
tnemevorp
mirof
yltnetsisnocdna
ylralugernI
kcabdeefrof
ytinutroppoedivorp
otsa
oseludehcs
aedulcni
dnaseicilop
ehtyb
detceffaesohtlla
morftupni
tegot
redrotahtnesohc
rodetov
ebdluohs
sreweiver
fomaet
aserudecorp
sevitcepsrepfo
esabdaorb
atneserper
bull bull bull
roylraey-
seicilopfo
weiverrof
enile
mita
teSylraey-ib
ebdluohs
tahtspuorg
redlohekatseht
yfitnedIytisrevid
otnoitnetta
htiw
weivereht
nidevlovni
dnassenevitceffe
ehtssessa
otsloot
edivorPycilop
hcaefo
ytiuqe
ycilopsiht
seoD
egnellahclahcrairtap
laicosevisserppo
wo
Hs
mron
gnignellahcflesti
nisi
krowe
marfdetargetni
nagniylppA
neebevah
sufo
ynam
sareve
woHs
mronerutluc
tnanimod
morftrats
dluohse
wsdradnats
naciremA
htroN
ybdenoitidnoc
nide
marfeblli
wserudecorp
dnaseicilop
ruotaht
esimerp
ehtksa
otevah
ew
eroferehTsfeileb
dnaseulav
erutluctnani
modgnidlohpu
tonera
ew
erusnetaht
snoitseuqfo
seiresa
sevle sruonoisserppo
fos
metsysdehcnertne
bull bull bull bull bull bull bull
noisserppodna
yhcrairtapfo
seussieht
yfitnedIycilop
hcaeni
tnerehninihti
wseussi
esehtegnellahc
otwoh
ezigetartSnoitazinagro
ruoygnika
mnoisiced
ehtni
ycnerapsnarteht
weiveRsessecorp
seodtah
Weisevlesruoyrof
snoitseuqetaerC
noitazinagroruo
niekil
koolre
wopycilop
ehtmorf
stifeneboh
wyfitnedI
revore
wopa
dlohpuseicilop
hcihw
enimrete
Dkro
wemarf
emit-lluf
derihsteg
ohWei
-snoitseuq
ksAsi
erehW
denimreted
sihtsi
woH
emit-trap
senimreted
ohW
tegdubeht
nitneps
yenom
seitiroirp
Appendices
40
NOITSE
UQ
EG
NELLAH
CES
NOPSE
R
ehteblli
wtah
Wno
tcapmilaitnereffid
spuorgdezilanigra
m
dnatsrednuot
tnatropmi
sitI
emas
ehtnae
mton
seodlauqEyfitnedi
otspuorg
tnereffidno
seicilopfo
stcapmi
suoiraveht
foytilibissecca
troppusot
wohdna
eilsreirrab
ehtereh
wspuorg
suoiravrof
secivresdna
tnemyolp
me
bull bull bull bull
fos
mitcivera
ohw
elpoepfo
spuorgyfitnedI
noisserppoci
metsysspuorg
suoiravno
stcapmi
ehtyfitnedI
dnaytiuqe
ecnavdataht
stcapmi
hsiugnitsiD
tonod
tahtesoht
sseccaot
sreirrabegnahc
otsya
wezigetartS
ycilopehtlli
wwo
Hnoisserppo
egnellahcnoisserppo
cimetsys
rofseicilop
weiveR bullmsicar
bullaibohpo
mohmsixesoreteh
bullmsielba
bullmsiega
bullmsixes
bullmsirtneconhte
bullmsissalc
bullmsiti
mes-itnabull
msibarA-itnabull
noitanimircsid
suoigilerbull
msilainoloc
bull bull bull
tsrifnretse
wa
sahycilop
ehtfi
enimrete
D
weivdlro
wtuoba
noitpmussa
narof
ycilopeht
ssessAnoitautis
cimonoce-oicos
dnaegaugnalytilibafo
secnereferrof
egaugnaleht
weiveRsnoitp
mussasuoigilernoitazinoloc
Appe
ndic
es
Appendix F Glossary of Anti-Oppression Terms
Ableism Prejudice and discrimination against people living with mental emotional and physicaldisabilities or differences People living with disabilities experience this discrimination segrega-tion and isolation because of peoplersquos prejudices and institutional barriers not because of thedisability or difference itself Deaf Deafened and Hard of hearing people historically have experi-enced systemic ableist oppression as well
Anti-Semitism Discrimination or violence against Jews Judaism and the cultural intellectualand religious heritage of Jewish people The word Semite literally refers to ldquoany of the peoplessupposed to be descended from Shem son of Noah especially the Jews Arabs Assyrians andPhoeniciansrdquo However Anti-Semitism is mostly used to refer to prejudice discrimination andviolence directed at Jews
Class Economic and social groups People in the higher classes make decisions about theeconomy while other people work for wages or are kept out of the economy The things that markdifferences between classes include peoplersquos ability to meet their basic needs their level ofincome wealth and formal education and their connections with people and institutions thathave influence and power In the current economic structure rich people got their wealth bytaking advantage of people at the bottom and middle of the class structure
Classism Any practices and beliefs that judge and value people according to their social class orthe social class that other people assume they belong to Most workplaces use classist languagethat reflects and reinforces the social hierarchy For example they undervalue the work of sup-port staff and decisions do not include the knowledge and opinions of these workers
Colonialism When a foreign power dominates and exploits an indigenous group by taking theirland and resources and using them as cheap labor in order to make money It also means spe-cific era between the 1700s and 1900s when European countries expanded into the Americasand countries of the global South In Europe people justified these practices using racial doc-trines These ideas about hierarchies of race are still widespread Uncovering and challengingthe ideas and ongoing practices of colonialism are important parts of racial equity work
Culture The collective experience beliefs values knowledge economy and ways of life of agroup of people who share past or current experiences Culture changes constantly it is notstatic Every culture is shaped by the land and spaces people inhabit together Individual andgroup culture can also be shaped by language religion racialization gender experiences ofmigration and immigration social class political affiliation family influences age sexual orien-tation geographic origin ethnicity experiences of discrimination or lack of discrimination andexperiences fighting oppression
Disenfranchised Not having full rights as a citizen or not being able to fully participate as amember of the community
41
Appendices
Dominant Culture The beliefs values and judgments of groups with social power The dominantculture is created and maintained by people in the dominant social group People who do notbelong to the dominant group often believe that these values beliefs and judgments are trueinstead of seeing how they reflect the interests of people in power
Dominant group People whose social identity gives them power and privilege In most parts ofCanada dominant identities are White male English-speaking heterosexual able-bodied Chris-tian affluent and middle class thirty to sixty-five years of age university educated from centralCanada Many people have one or more dominant identities
Equity Peoplersquos rights as individuals or members of a group to an equitable share of theresources and influence in society Equity work analyses and challenges unfair systems andpractices and works towards creating outcomes and access that benefit people equally
Exploitation Taking unfair advantage of a person or a group for onersquos own gain or advantageExploitation can be systematic or individual
First Nations A term that reflects the process some Aboriginal peoples in Canada have used toname themselves The word ldquofirstrdquo recognizes the fact that Aboriginal peoples are the originalinhabitants of what is now called Canada The word ldquonationrdquo stresses the fact that Aboriginalpeoples are political collectives who had their own forms of government before Europeans beganto settle here Many First Nations peoples are fighting to re-establish that sovereigntybull The term also refers to a group of Aboriginal people who were previously called a ldquoBandrdquo by
the Department of Indian Affairsbull ldquoFirst Nationrdquo can also mean a group or several groups of Aboriginal people who have the
same ethno-cultural background
Gender identity Features that are tied to how an individual thinks of themselves as a man or awoman A personrsquos gender identity may not be the same as their biological sex
Gender roles The culturally specific behaviors and appearances constructed by a culture todefine what is expected of women and men The expectations of femininity and masculinity areimposed on individuals according to their biological sex
Harassment Persistent ongoing behavior conveying negative attitudes towards an individual orgroup to make them feel intimidated and humiliated Harassment is an exercise of power Itincludes any action that a person knows or should know is not welcome Harassment includesname-calling jokes slurs graffiti insults threats rudeness and crude gestures verbal or physi-cal abuse Human Rights Codes in most provinces prohibit harassment based on race religionsex ethnicity and the other prohibited grounds for discrimination
Heterosexism All practices that convey the message that heterosexuals are better than otherpeople including the assumption that everyone is or must be heterosexual It operates like otherforms of prejudice and discrimination giving privilege and rights to members of the dominantgroupndashheterosexualsndashand not to gay or lesbian people
42
Appe
ndic
es
Hierarchy A system that gives individuals or groups different positions and power People andgroups with a higher rank have more power resources and value than individuals or groups witha lower rank For example in a patriarchy men are given more value than women
Immigrants People who have arrived and settled in Canada in their lifetime Sometimes peopleuse the word incorrectly to refer to Canadian-born racialized people because they assume thatall racialized people were born elsewhere
Inclusive Making sure that all members of the community are represented or involved in allaspects of the community
Integrated Combining information and values from a variety of people and sources in order toget a fuller result that is more inclusive
Islamaphobia The systemic ways and individual practices of racism that target Arab people andhave particular impact on them Some examples include negative stereotyping of Muslim peopledepicting Islam as essentially violent and fundamentalist assuming that all Arabs are Muslimand all Muslims are Arabs
Landed immigrant Persons with legal status who are permanent residents of Canada ratherthan visitors refugee claimants temporary workers or citizens
Marginalization A process that keeps groups or individual from having access to all or part ofthe resources and activities of the community
Oppression When one social group takes advantage of another social group either knowinglyor unconsciously Oppression gives the dominant group privilege and marginalizes anddisenfranchises the subordinated group The dominant social group can use force or social insti-tutions and resources to achieve oppression After a time individual members of the dominantgroup do not need to do anything and unequal treatment becomes so much a part of the socialinstitutions and structures that it seems normal
People of colour Any person who is not White or Aboriginal This term was first adopted in theUnited States by racialized people who were trying to name themselves with a positive identityrather than as ldquonon-whitesrdquo ldquocolouredrdquo ldquoethnicsrdquo or ldquovisible minoritiesrdquo
Privilege Unearned power that gives members of the dominant group economic social andpolitical advantages Privilege also means rights that everyone should have but that are deniedto some people
Racism Any aspect of Canadian society that openly or subtly makes White people and Whitenessnormal and valuable while making racialized communities invisible or devaluing stereotypingand labeling people of colour as ldquoothersrdquo who are different or inferior
43
Appendices
Individual racism The beliefs attitudes and actions of individuals that support or maintainracism Individual racism can be conscious or unconscious It can be active or passive
Institutional racism The network of structures policies and practices in systems and institutionsthat give White people advantages and that discriminate oppress and disadvantage racializedpeople
RacializationRacialized Racial identities are not fixed categories They are shaped by historynationality gender class and identity politics Racial designations often differ from country tocountry The term racialization or racialized makes explicit the ways in which we are socialized todifferentiate groups of people on the basis of superficial physical characteristics where White isthe norm It emphasizes the active process of categorizing people while at the same time reject-ing ldquoracerdquo as a scientific category
Refugee Persons who have to flee their country because they have a ldquowell-foundedrdquo fear ofpersecution based on race religion nationality political opinion or membership in a particularsocial group
Religious discrimination Any institutional or individual practices that exclude and discriminateagainst a person because of their religion In Canada many workplaces do not provide equitablyfor all religions Recently the Supreme Court has ruled that employers must accommodate em-ployees whose religious observances are not recognized in the Christian-based statutory holidayssuch as Easter and Christmas Religious discrimination is often linked to other forms of discrimi-nation For example Irish Catholics were often marked by their class ethnic origins and lan-guage as well as their Catholicism Racialized Muslims often experience racism mixed withreligious discrimination
Sexism Systemic and individual practices that give men privilege make women subordinate andthat shame values identified with women
Social Location or Social Identity A personrsquos membership in a socially constructed groupThese groups are often identified according to superficial characteristics such as skin colourcountry of origin religious beliefs body form etc
Structural This approach to equity work believes that the thoughts and behaviors of the indi-vidual are created and guided by various social structures such as capitalism andor neo-liberal-ism and are therefore limited The focus for change is raising awareness of the limits and chal-lenging the structures
Systemic racism The conscious or unconscious policies procedures and practices that excludemarginalize and exploit racialized people Systemic racism is supported by institutional powerand by powerful ideas often unexamined ones which make racism look normal and justified Forexample institutions that do not have effective complaints procedures or performance appraisaland promotion processes that use equity competencies make it possible for individuals to beracist
44
Appe
ndic
es
45
Transgender person A person who is not comfortable with or who rejects some or all of thegender identity given to their biological sex This is an umbrella terms used to describe trans-sexuals transvestites or cross-dressers and intersex people
Transsexual Someone who has a very strong feeling that they are living in the wrong sex A maletranssexual needs to live as a woman and a female transsexual needs to live as a man Somebut not all transsexuals have surgery to reassign their sex Some have procedures to partiallyreassign their sex and some use hormone therapy A transsexual can be heterosexual homo-sexual or bisexualWhite Refers to people belonging to the dominant racial group enjoy skin privilege in NorthAmerica Australia New Zealand and anywhere European colonialism has created racial inequityThe term ldquoWhiterdquo is capitalized for different reasons than other racial designations ndash Aboriginaland Black The latter identities are claimed with pride in opposition to the names imposed bydominant White society One of the ways that racism operates is to leave the racial identity ofWhite people unidentified ldquoWhiterdquo is capitalized to interrupt the privilege of having Whitenessgo unnamed
White Supremacy A system based on assumption of the ldquorightness of Whitenessrdquo in whichpolitical economic and social systems result in White people having more privilege and powerthan racialized people
many of the terms in the glossary were adapted with permission from Dancing on Live Embers ChallengingRacism in Organization by Tina Lopes and Barb Thomas Toronto Between the Lines 2006
Appendices
Appendix G Focus Group Findings
The following points are the relevant themes that emerged from the focus groups The groups wereasked to answer the following questions
1 How well has your organization and the various sectors practiced an integrated approach to anti- oppression
bull overall feeling that most are doing pretty good workbull some feel frustrated that the policies etc are not fully put into practice by all staff at an
agencybull feeling that the work is silorsquod and separated ndash working on one oppression at a timebull that the work is framed from a white middle class perspectivebull the work is not happening fast or often enough ndash ie deaf woman services gaps and barriers
2 What are the effective practices in the various areas ie policies programming outreach training org development
bull be committed inventive constantly evolve vigilantbull open to change pushing for changebull inclusion at all levels of an organization working together on committees and groupsbull engage diversity responsive to different needs
3 Where are the challengesbull funding shortages piecemeal and targeted on specific groups onlybull lack of accountability lack of clear policies and proceduresbull lack of inclusivity and diversitybull lack of time to be together communicate etcworkloads of service providersbull silorsquod workbull systemic exclusion internal and societal institutions
4 Visions and suggestions for changebull core guidelines with key values ndash written down and put into practicebull accountability in staff and managementbull commitment from all levelsbull everyone open to challengebull look at themes not populationsbull community drivenbull training and toolsbull fully funded and supported by structures
5 Who would take up the facilitation of changebull not one personbull coalitionsbull community groupsbull all levels of organization including service users
46
Appe
ndic
es
Recommendation(s)
a Conduct a review of existing policies procedures and practices that organizations feel repre-sent their best efforts of an integrative anti-oppressive framework
b Working groups should be created to develop the most effective integrative policies andprograms The groups should include diverse members from different social locations com-munities and be representative of all levels of the organization including service users
c Organizations must support this work by allocating time personnel and resourcesd Organizations must demonstrate commitment to the work by reviewing all policies proce-
dures and programs through the lense of an integrative anti-oppressive frameworke A tool kit should include templates of policies and procedures to simplify the writing of work
done by the committeesworking groupf This work is not static and must be revisited regularly in order to incorporate new informa-
tiong Organizations should offer regular training and workshops on how to put an integrative anti-
oppression framework into practiceh Organizations must hold staff and volunteers accountable to adhering to agency practice by
offering training and supervision including key values in mandate and mission statementsand integrative anti-oppressive practices in personnel and volunteer policies
Focus group participants
The following organizations participated in focus groups in 2005-06 for the Integrative Anti-Oppression Project
Woman Abuse CouncilFCJ Refugee Centre519 Community CentreNelliersquosSpringtidersquos Women with Disabilities ProgramToronto Rape Crisis CentreMulticultural Women Against RapeCentral Neighbourhood HouseAccess Alliance Multicultural Community Health CentreA Commitment to Training and Employment for Women (ACTEW)Arab Community Centre of TorontoAssaulted Womenrsquos HelplineBarbara Schlifer Counselling ClinicBlack Creek Community Health CentreCentral Family IntakeErnestine Womenrsquos ShelterFamily Services AssociationFlemingdon Neighborhood ServicesKorean Canadian Womenrsquos Association
47
Appendices
Macaulay Child Development CentreSt Christopherrsquos HouseSt Joseph Womenrsquos Health CentreSt Michael HospitalStonegate Community Health CentreUrban Alliance on Race RelationsWomenrsquos Counselling Referral and Education CentreYorktown ShelterYWCA
48
Appendix H References
Dancing on Live Embers Challenging Racism in Organizations Tina Lopes and Barb Thomas Be-tween the Lines Toronto 2006
Campbell C (2003) Anti-oppressive social work Promoting equity and Social Justice Editor DrCarolyn Campbell Halifax Nova Scotia Dalhousie UniversityRetrieved Jan 22 2008httpaoswsocialworkdalcawhatisaoswhtml
Roundtable on Anti-Oppression Politics in Anti-Capitalist Movements Edited by Sharmeen Khan ndashparticipants in the roundtable Kirat Kaur Junie Deacutesil Gary KinsmanRetrieved Jan 22 2008httpuppingtheantiorgnode1380
Williams C (2003) ldquoSeeking Cultural Competence What Is It How Do You Develop It and How DoYou Know When Yoursquove Got Itrdquo In WShera (Ed) Emerging Perspectives on Anti-Oppressive Practice(pp 265 - 278) Toronto Canadian Scholarsrsquo Press Inc
- Front Page1-1
- ManualModEN2
- ManualModEN3
- ManualModENCon
-
Applying Integrated Anti-oppression To Policies
Step 1 Set a schedule for reviewing policies
Every organization should regularly include policy review in its work plan A policy review schedulecan make sure that all of the organizationrsquos policies are examined every two or three years
The schedule should include all of your policies and say which policies will be reviewed each yearBy rotating which policies are reviewed the organizationrsquos policies will become living documentsthat change and grow as knowledge increases
Consider how many policies a committee can review in a six to eight week period Build your sched-ule to reflect the size of your organization and the number of policies you need to review
Here is a sample schedule for a small organization
Use the chart on page 26 (Appendix A) to create your policy review plan
10
etaD aerA weiverotseicilopfotsiL
1raeY lennosreP gniriHgniriF
stifeneBeeyolpmEseiciloplennosreprehtO
2raeY lanoitarepO gnimmargorPtseretnIfotcilfnoC
erusolcsid-noNytilaitnedifnoCseiciloplanoitareporehtO
3raeY srotceriDfodraoB tnemtiurceRdraoBseettimmoC
laicnaniFseicilopdraoBrehtO
Appl
ying
Inte
grat
ed A
nti-o
ppre
ssio
n To
Pol
icie
s
Step 2 Create a work plan
Once you have a policy review schedule create a work-plan for the policy review process Make sureto allow enough time for a successful and meaningful review
To help create this work plan we suggest using the Framework for Policy Review and Developmentincluded as Appendix E Here is a sample of a basic work plan
Use the chart on page 27 (Appendix A) to create your workplan Use the Framework on pages 36 to40 (Appendix E) to help you develop the work plan
otsdeentahWneppah
siohWelbisnopser
sksaT eniLemiT
tegdubapoleveD rotceriDevitucexE ctesesnepxetsaceroF 1yraurbeF
eettimmoCtiurceRsrebmeM
-srotceriDfodraoBlennosrePeettimmoC
etivniotrettelaetirWsrebmemytinummoc
dnasresuecivrestiurcerffats
1beF-retteL
skeew2-tsoP
-sweivretnIskeew2
scitsigoLeettimmoC nosiailffatSeettimmoc
srebmem
fonoitacolteSseludehcsdnasgniteem
ehtrofriahcaesoohCeettimmoc
saheettimmocerusnEnigebotsecruosereht
-gniteemtsriF41hcraM
snoitadnemmoceRtropeR
ehtforiahCdnaeettimmoc
nosiailffats
dnatroperetirWevitucexEehtottimbus
rotceriD
41yaM
nopuwolloFsnoitadnemmoceR
rotceriDevitucexEdraoBsreganaM
otkcabtroperaedivorPsrebmemeettimmoctahtsredlohekatsdnasenilemitehtseniltuo
ctesegnahcrof
52enuJ
11
Applying Integrated Anti-oppression To Policies
Step 3 Set up a Policy Review Committee
Often people think that committees are a cumbersome and time-consuming way to work Howeverworking with a diverse group is the best way to build integrated anti-oppression into the organiza-tionrsquos policies
You will need to decide the size of your policy review committee It should be large enough to includea variety of perspectives but not so large that it will be difficult to complete its work in the time setfor the process Remember to think about how many people the budget can accommodate and whoshould be represented
Committee members will have access to sensitive and confidential material For this reason theymust agree to confidentiality and sign a letter that outlines this agreement
Inviting members to joinInvite or recruit members from the community and from within the organization You should
bull use accessible language and formats in your invitationbull invite people to join well before the committee starts its work andbull give people clear information about what you expect from the committee what their
responsibilities will be and how much time the committees work will take
Who should be on the committeeMake sure that the committee reflects diverse identities and has representation from people whodo not traditionally have decision making power
bull the majority of the committee should identify as racialized or aboriginalbull the majority of the committee should be people who have no or little decision-making
power in the organizationbull all committee members should identify part of their social location as a member of a
marginalized group andbull as a whole the committee should represent the demographic of people who use the
organizationrsquos service
Make sure that your committee includes representation from people who will be impacted by thepolicy such as
bull community members including service usersbull Volunteersbull Frontline staffbull Managementbull Board
People who sit on behalf of the Board of Directors and management must be able to make decisionsand speak on behalf of the decision-makers they represent Make sure they are clear about whatprocess they should use to check in and communicate with the board or management
Supporting the committeeThe organization must fully fund the participation of all committee members This includes moneyfor transportation child care interpretation accessible space and attendant care An honorariumshould be given to committee members who are community members
12
Appl
ying
Inte
grat
ed A
nti-o
ppre
ssio
n To
Pol
icie
s
Ideally the organization shouldbull Provide financial support to everyone without stigmatizing those members who are
poor or who identify as marginalized socio-economically In addition the organizationmust work with members who receive social assistance to make sure that they arenot penalized for any financial support they get for doing this work Perhaps one ofthe first policies the committee could review is the Honorarium policy or the policiesabout Committee Membership
bull Supply a resource person to the committee Their role is toi keep notes of the meetingsii make notes about recommendations for how policies should be revisediii research legislative benchmarks human rights provisions employment
standards and any other matters as needediv create information packages for committee members that include relevant
internal documents such as complaints salary and benefit grids and collec-tive agreements
v report back to the organization on the committeersquos progress or on issues thatneed broader discussion
If this person is a staff person with other responsibilities they should be given timeto work on this process Committee work should not be added on to their otherduties and squeezed in when possible Allocating staff time for this work is one wayto make sure it has priority within the organization
bull Develop terms of reference for the committee It should include a statement of thecommitteersquos mandate The terms of reference should include details of the scopeand boundaries of the work the timelines and the responsibilities of the committeeas a whole and of the facilitators (See Appendix B for sample terms of reference)
bull Ensure all committee members have a copy of the organizationrsquos anti-discriminationandor anti-harassment policy In addition consider developing some guidelines forconflict resolution (see Appendix C for a sample of conflict resolution guidelines )
bull Develop an agenda for the meetings For the first meeting the agenda should in-clude
i choosing a facilitator and co-facilitatorii reviewing the terms of referenceiii introduction to the process and each otheriv schedule of meetingsv introduction to the package of materialsvi expectations and role of the committeevii discussion about the power differences between committee members and how the committee should be mindful of this while making decisionsviii guidelines for decision making (see Appendix D for a sample of a decision making chart)
Ask the committee members to provide feedback on their experiences working on this projectafter they go through the whole policy review process This will support the organization toidentify and alleviate barriers and improve the process for the next round
13
Applying Integrated Anti-oppression To Policies
Step 4 Review the organizationrsquos policies
Once the committee is ready to begin work it should review each policy We have developed ques-tionnaires to help facilitate discussion of the three vital questions at this stage of the processnamely
bull how accessible is the policybull how are different people affected by the policybull how can the policies be changed to truly include everyone
Blank copies of these questionnaires are included in Appendix A
To help you understand how to use these tools we have included questionnaires that have beencompleted in response to the following policy provided by Springtide Resources Please note thatthis is an old version of one of our policies Springtide Resources has recently used the integratedanti-oppression framework to update all of its policies
Sample policy ndash PAID HOLIDAYS(from Education Wife Assault (EWA)ndash the name for Springtide Resources before 2006)
EWA staff will be paid for ten statutory holidaysNew Yearrsquos Day Canada day Thanksgiving Day BoxingDay Good Friday Christmas Day Labor Day Victoria DayEaster Monday Civic Holiday
A religious holiday of the employeersquos choice may be substituted forEaster Monday
Permanent part-time staff who work 21 hours a week are entitled to allstatutory holidays
Building Closure
When the EWA offices are closed between Christmas and New Yearrsquosemployees will be paid for these days
14
Appl
ying
Inte
grat
ed A
nti-o
ppre
ssio
n To
Pol
icie
s
How accessible are your policiesThe questions in this section are designed to help you think about whether the policy documents areaccessible ldquoAccessiblerdquo includes where the policy is physically located its format and how mean-ingful the policy is The best policies will be representative and make sense to a variety of users
To make policies accessible you should aim toKeep the policies in a place where anyone who wants to read them can access themwithout barriersMake sure that the policies can be and are translated into different and appropriatelanguage and cultural interpretations as well as physical formatsUse language that is clear and direct rather than full of jargonUse wording that makes the policy intentions easy to understandHave a clear statement about who the policy applies to and who is responsible forputting it into practiceBeing flexible in the policy to allow for different cultural beliefs and values unlessthere are legal reasons to limit your flexibility
Questions for discussionTo check your policies for accessibility use these questions in your discussion
1 Is the policy in a barrier-free location
2 Is the policy available in different formats Do we invite comment about the format
3 Is the policy written in language that is easy for most clients and all staff to understand Lookfor jargon that only makes sense to workers in your organization but is not recognized by others
4 Can the policy be easily translated to other languages
5 Does the policy say who it affects Does it say who is responsible for implementing it
6 Does the policy reflect various cultural beliefs and values This question can lead to a toughdiscussion about cultural beliefs and values that may undermine social equity There are nofast and easy answers but again the policies should be living documents that change and adaptto our new information and knowledge about difference
7 If there is a process in the policy are the steps flexible and adaptable to accommodate differ-ences
8 Does the policy invite people to give feedback and comments about what it says
Record your decisions on the form ldquoHow accessible is this policyrdquo This form is on page 28 (AppendixA)
15
Applying Integrated Anti-oppression To Policies
Here is how we used our questionnaire to assess our policy about Paid Holidays
How accessible is this policy
16
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X ehtnoyllacinortceleelbaliavaylnOrevres
seicilopehtsseccanacffatsylnO
tnereffidnielbaliavaycilopehtsIstamrof
ehttuobatnemmocetivniewoDtamrof
X
X
ffodetnirpnehw-tnirpnielbaliavaylnOrevreseht
enoynamorfkcabdeefdeticilostnevaH
egaugnalninettirwycilopehtsIdnatsrednuotysaesitaht
X yrotutatSeinograjemossesUdetlitssiegaugnaL
nepogninaemehtsevaelegaugnalemoSnoitaterpretniot
ylisaeebycilopehtnaCsegaugnalrehtootdetalsnart
X
tiohwyasycilopehtseoDstceffa
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X seeyolpmednaffatsemit-trapseifitnedIrofelbisnopsersiohwyfitneditonseoD
noitatnemelpmieraffatsrehtowohyfitneditonseoD
detceffa
suoiravtcelferycilopehtseoDseulavdnasfeileblarutluc
X emitdiaptegelpoepdnadesolcsieciffOsyadilohnaitsirhCrofffo
rosnoitarbeleclarutlucsyadilohrehtOdenoitnemtoneraslautir
ycilopehtnissecorpasierehtfIdnaelbixelfspetsehtera
etadommoccaotelbatpadasecnereffid
X dewollasinoitutitsbusenO
otelpoepetivniycilopehtseoDstnemmocdnakcabdeefevig
syastitahwtuoba
X gniydemeryfitneditonseodycilopehTspets
wohyfitnedirokcabdeefticilostonseoDsmelborpehtsserddaot
Appl
ying
Inte
grat
ed A
nti-o
ppre
ssio
n To
Pol
icie
s
How do our policies affect different peopleThe questions in this section are designed to facilitate discussion about the impacts of policies ondiverse lived experiences Some questions can be answered with yes or no responses and othersrequire more information The term ldquoimpactrdquo in this context is used in a broad sense to refer to bothbenefits and restrictions
To consider how people are affected you should aim for a policy thataffects people equitablyincorporates values that are of similar importance for people with different livedexperiencessays what it does not do and outlines steps to changewas created with input from the range of people who are affected by it
Questions for discussionTo check how your policies affect different people use these questions in your discussion
1 How has the policy been implemented What procedures and practices have resulted
2 Who benefits from this policy How
3 Who does not benefit How
4 What are the barriers to equitable impacts What are the kinds of barriers (legislated finan-cial etc)
Record your decisions on the form ldquoHow does this policy affect different peoplerdquo This form is onpage 29 (Appendix A)
17
Applying Integrated Anti-oppression To Policies
Here is how we used this questionnaire to assess our policy about Paid Holidays
How does this policy affect different people
noitseuQ noitnettAfosaerA
detnemelpmineebycilopehtsahwoHevahsecitcarpdnaserudecorptahW
detluser
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teehsemitrehnoetonecitcarP diaprofelbigiletoneraohwffats
krowtsumsyadtatsnokrowotesoohcohwroemitemohmorf
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ycilopsihtmorfstifenebohW
woH
syadilohnaitsirhCetarbelecohwffatS
tegyehTohwsrehtohtiwyojneotffoemitdiap-
syadilohlarutlucrosuoigilerralimisetarbelecemocnitsolon-
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woH
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nepoeraffoemittegotelggurtstsum-
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)ctelaicnanifdetalsigel(
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tnemucodotecalpniserudecorpevahotevaHsesoprupytilibailrofstnemegnarraevitanretla
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serudecorpdnasecitcarpehtrodetaercsahycilopsihttaht
ytinummocsresuecivresffatsehtodtahWsihttuobayassreetnulovrosrebmem
ycilop
ynaedivorpdluohsnoitazinagroehTdnalamroftuobaevahyehtnoitamrofni
ehtotycilopsihttuobastnialpmoclamrofniweiverrofeettimmoCyciloP
18
Appl
ying
Inte
grat
ed A
nti-o
ppre
ssio
n To
Pol
icie
s
What are the gaps in policy and what can we do to make changesThe questions in this section are exploratory to help begin discussions to identify gaps and generateideas for change Use a flipchart with the questions as headers This will allow everyone to contrib-ute and build on the information and ideas
Questions for discussion
1 Does the policy recognize and identify how different people will be affected
2 Is the policy flexible enough to respond to the different lived experience that people have
3 If the policy is not flexible does it say what the organization will do to change this Does theplan for change include timelines
4 Does the policy say how people can give input or feedback about how the policy affectsthem What comments questions and complaints do people have about this policy or thepractices and procedures that this policy has created
5 Does the policy include diverse cultural norms and values What are they
Record your decisions on the form ldquoPolicy gaps and what we can dordquo This form is on page 30 (Ap-pendix A)
19
Applying Integrated Anti-oppression To Policies
Here is how we used this questionnaire to assess our policy about Paid Holidays
Policy gaps and what we can do
20
seYsdeeN
krownoitnettAfoaerA
tnereffidwohyasycilopehtseoDdetceffaeblliwelpoep
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-retsaEetarbelectonodohwesohtsrehtoon
othguoneelbixelfycilopehtsIdeviltnereffidehtotdnopser
evahelpoeptahtsecneirepxe
X ehtotsseccaffatsemittrapsreffOylno-ffoemityadilohnaitsirhCdiap
)sruoh12revo(ffatsemittrapniatrecdeifitnedisrehtoon-
tiseodelbixelftonsiycilopehtfIodlliwnoitazinagroehttahwyas
sihtegnahcot
edulcniegnahcrofnalpehtseoDsenilemit
X
X
oN
oN
elpoepwohyasycilopehtseoDtuobakcabdeefrotupnievignac
mehtstceffaycilopehtwoh
X deticilostonsinoitamrofnioN
esrevidedulcniycilopehtseoDseulavdnasmronlarutluc
yehteratahW
X ssalcfonoitingoceremossierehTotsrekrowemittraprof-seussi
emostifenebyadilohsuoigilerenosierehT
emos-dewollanoitutitsbusecnereffidfonoitingocer
Appl
ying
Inte
grat
ed A
nti-o
ppre
ssio
n To
Pol
icie
s
Step 5 Make recommendations
Once the committee has assessed the policies it must create a report that outlines its recommenda-tions The report should summarize how each policy could be improved To come up with recommen-dations for improving each policy the committee can review comments from the questionnaires
The main question in this step of the process is What would improve this policy so that it inte-grates anti-oppressive practice Use flipchart paper to record ideas This allows committee mem-bers to share information and build upon each otherrsquos ideas
Facilitate the discussionThere will be different perspectives and ideas about what changes will benefit people and how toaccomplish these changes Because of this there is potential for conflict Here are some hints tohelp make sure that this discussion will lead to recommendations that can help your organization
Ask the committee to choose a facilitator for the discussion Their role isto support everyone in being heardto solicit all ideas and perspectivesto make sure that opposing viewpoints or challenges are given and received in afriendly and open mannerto help the committee build consensus andto finalize recommendations
The facilitator should not offer ideas to the discussion Their role is to help make sure all of thecommitteersquos ideas are recorded The organization may choose to hire an outside facilitator for thispart of the discussion
Have the facilitator review the committeersquos Terms of Reference and Conflict Guidelines Remindeveryone that this is ongoing work
Write a reportFor each policy the committee should write a recommendations report
This report has three columns
Write the committeersquos recommendations in the left-hand column The recommendations may rangefrom fairly simple to quite complex They can be one-time actions or multi-staged changes
The committee should leave the two columns on the right empty ndash these will be filled out by deci-sion-makers in the organization They will review the recommendations and decide what to do withthem
noitadnemmoceR elbisnopsersiohW enilemiT
21
Applying Integrated Anti-oppression To Policies
Assessing the recommendationsAs soon as possible the decision-makers in the organization should review the recommendationsand fill out the right-hand columns of the recommendations report The management or Board ofDirectors must decide Who is responsible They must also set a Timeline
The organization is not required to act immediately on all of the committeersquos recommendationsSome recommendations may not be possible or viable in the immediate future and may need longerterm planning
To decide how to implement the recommendations the decision-makers should considerbull how urgent the issue isbull the workloads of the staff involved in changing the policybull the fiscal timingbull what research the organizations needs andbull how much time the organization needs to prepare
For example a policy change that does not involve employment standards or financial supports couldbe implemented fairly quickly A policy change that involves rewriting translating and adaptingpolicies will takes time so it may not be implemented until well after the organization has finishedtaking care of its year-end reporting responsibilities
Once the Board or management has done this work they should give copies of their completedreport to every member of the committee and to all staff volunteers and community members whoare affected by the policy This helps keep the policy process open and helps people feel that thepolicy process is collaborative among everyone in the organization
Use the ldquoReport of recommendationsrdquo chart on page 31 (Appendix A) to record your decisions
22
Appl
ying
Inte
grat
ed A
nti-o
ppre
ssio
n To
Pol
icie
s
Here is a sample report of recommendations
Report of recommendations
23
noitadnemmoceR elbisnopsersiohW enilemiT
diapwollaottnemetatsycilopegnahCsuoigileraevahtahtsyadilohyrotutats
yllacificepsnoitcennoclarutlucroyadirFdooGyaDgnixoByaDsamtsirhC
otyaDsraeYweNdnayadnoMretsaErosuoigilerhtiwdegnahcxeeb
toneratahtsetadtnatropmiyllarutlucsdradnatstnemyolpmeehtnideifitnedi
tca
ehtfoeettimmoCyciloPsrotceriDfodraoBrotceriDevitucexE
shtnom6nihtiW
neewtebeciffoehtesolctonoDdaetsnIsraeYweNdnasamtsirhC
tahtsyadretaolfsaesohtreffoyehtrevenehwekatnacseeyolpme
esoohc
ehtfoeettimmoCyciloPsrotceriDfodraoBrotceriDevitucexE
shtnom6nihtiWtxenehterofeb(
)erusolc
nitnemyolpmefoslevelehtllayfitnedItcartnocsahcusnoitazinagroeht
sruoh12nahtsselemit-trapsrekrowrofseifilauqhcaerehtehwyfitnedIcte
ffoemitdiap
ehtfoeettimmoCyciloPsrotceriDfodraoB
shtnom3nihtiW
hcussmretniatrecfosnoitinifedddAycilopehtotsyadilohyrotutatssa
oiratnOehtotecnereferekaMtahtnoitalugeRsdradnatStnemyolpmE
ycilopsihtstceffa
ehtfoeettimmoCyciloPsrotceriDfodraoB
shtnom3nihtiW
ycilopehtfoypocdrahatuotnirPseiciloprehtohtiwrednibanitituP
siohwenoyreveerehwrednibehtecalPdnatisseccanacycilopehtybdetceffa
tidaer
rotceriDevitucexEsreganaMmargorP
shtnom3nihtiW
emitynanisyadfoegnahcxeedulcnIswonkenoyrevetahtoserudecorpffo
odottahw
rotceriDevitucexEsreganaMmargorP
shtnom6nihtiW
Appendices
Part 3 Appendices
Appendix A Forms
Appendix B Sample Terms of Reference
Appendix C Sample Conflict Resolution Guidelines
Appendix D Sample Decision Making Chart
Appendix E Framework for policy development and review
Appendix F Glossary of Anti-Oppression Terms
Appendix G Focus Group Findings
Appendix H References
24
Appe
ndic
es
Appendix A Forms
bull Plan for policy reviewbull Work planbull How accessible is this policybull How does this policy affect different peoplebull Policy gaps and what we can dobull Report of recommendations
25
Appendices
Plan for policy review
26
etaD aerA weiverotseicilopfotsiL
1raeY
2raeY
3raeY
Appe
ndic
es
Work plan
otsdeentahWneppah
siohWelbisnopser
sksaT eniLemiT
27
Appendices
How accessible is this policy
seYsdeeN
krownoitnettAfosaerA
aniycilopehtsInoitacoleerf-reirrab
nielbaliavaycilopehtsIstamroftnereffid
tuobatnemmocetivniewoDtamrofeht
ninettirwycilopehtsIrofysaesitahtegaugnal
dnatsrednuotstneilctsom
ylisaeebycilopehtnaCrehtootdetalsnart
segaugnal
tiohwyasycilopehtseoDstceffa
siohwyastiseoDrofelbisnopser
tignitnemelpmi
suoiravtcelferycilopehtseoDseulavdnasfeileblarutluc
ehtnissecorpasierehtfIspetsehteraycilop
otelbatpadadnaelbixelfsecnereffidetadommocca
etivniycilopehtseoDkcabdeefevigotelpoep
tahwtuobastnemmocdnasyasti
28
Appe
ndic
es
How does this policy affect different people
snoitseuQ noitnettAfosaerA
neebycilopehtsahwoHdetnemelpmi
evahsecitcarpdnaserudecorptahWdetluser
ycilopsihtmorfstifenebohW
woH
tifenebtonseodohW
woH
otsreirrabehtyfitnediuoynaCeraepyttahWstcapmielbatiuqe
)ctelaicnanifdetalsigel(yeht
dnasnoitseuqstnemmoctahWsihttuobaevahelpoepodstnialpmocserudecorpdnasecitcarpehtroycilop
detaercsahycilopsihttaht
ecivresffatsehtodtahWrosrebmemytinummocsresu
ycilopsihttuobayassreetnulov
29
Appendices
Policy gaps and what we can do
seYsdeeN
krownoitnettAfosaerA
wohyasycilopehtseoDeblliwelpoeptnereffid
detceffa
lliwelpoeptahttimdatiseoDsyawtnereffidnidetceffaeb
hguoneelbixelfycilopehtsItnereffidehtotdnopserot
elpoeptahtsecneirepxedevilevah
elbixelftonsiycilopehtfIehttahwyastiseod
otodlliwnoitazinagrosihtegnahc
egnahcrofnalpehtseoDsenilemitedulcni
wohyasycilopehtseoDrotupnievignacelpoepehtwohtuobakcabdeef
mehtstceffaycilop
edulcniycilopehtseoDdnasmronlarutlucesrevid
seulav
yehteratahW
30
Appe
ndic
es
Report of recommendations
noitadnemmoceR siohWelbisnopser
enilemiT
31
Appendices
Appendix B Sample Terms of Reference ndash Policy Review Committee
PreambleINSERT YOUR ORGANIZATION NAME is committed to applying an integrated anti-oppression frame-work to all undertakings of the organization To that end the organization will ensure that all poli-cies will be regularly reviewed and updated to reflect an integrated anti-oppression perspective
MandateThe mandate of the Policy Review Committee is to review the policies listed below with the objectiveof providing the organization with feedback and recommendations as to how the policies can betterreflect an integrated anti-oppression analysis The committee may also recommend the deletion oraddition of policies in this process
Type of Committee
The Policy Review Committee is a short term project based committee composed of communitymembers from the service area of YOUR ORGANIZATION NAME and frontline staff managementvolunteers Board and people who have accessed our service
Composition
Members should self-identify in one or more of the following waysbull racialized or aboriginalbull people who have little or no decision making power in the organization including service usersbull members of a marginalized groupbull representative of the demographic of organizationrsquos community
Timeline
The committee will complete the said work in a period of not longer than INSERT DATE HERE (3months from the start date of the review)
Deliverables Recommendations Report
Scope
Committee members shall have access to the policies of the organization mission statement by-laws salary grids collective agreements board meeting minutes complaints received strategicplan and all other relevant documents with the exception of the followingbull personnel filesbull in-camera Board meeting minutesbull client filesbull private legal material
32
Appe
ndic
es
Appendix C Sample Conflict Resolution Guidelines ndash Policy ReviewCommittee
PrinciplesIt is in places of conflict that the potential for change exists Conflicting ideas beliefs and valueswill ensure a rich dialogue and essential learning opportunities for everyone Committee membersare charged with reminding themselves that the committee exists in the service of the organizationwith the ultimate goal of better serving the community Each person on the committee has theresponsibility to deal directly with each other and commit to engaging with each other as allies inthis work
The organization will endeavor to assemble the relevant material that will be useful in meeting theobjectives of the committee prior to the beginning of the project and will ensure that any relevantmaterials will be delivered to the committee as quickly as possible
The decisions and recommendations of the committee do not bind the organization into action TheBoard of Directors andor Executive Director of the organization will review the recommendations ofthe committee and ultimately decide what can be instituted
Budget and Additional Resources
The Policy Review Committee has a budget of $$$$$ The budget will cover the committee costs- member expenses childcare travel long distance calls honorarium- meeting expenses accessible meeting room refreshments conference calls- accessibility expenses ASL interpretation note taking attendant care- supplies photocopying office supplies
Staff resource- maintain minutes and discussion notes for the committee- retrieve documents that the committee requires- assist in organizing meetings and refreshments for meetings
Meetings
Meetings will be held at an accessible meeting space ndash onsite at the organization if possible
The committee is responsible to elect co-chairpersons during the first committee meetingThe responsibilities of the co-chairs in consultation with the whole committee are tobull organize meetingsbull develop the agendabull organize committee communicationbull keep committee members on taskbull organize the completion of the final reportbull maintain communication with the organization including updates requests concerns etc
33
Appendices
34
Remember that resolving conflict does not necessarily mean that a person will change their view-point or opinion A resolution of conflict implies that each party has had the opportunity to sharetheir perspective be heard have opportunity for discussion and then have closure
How we deal with our colleagues when we have a different opinion or viewpoint can either open usup to new learning or shut us down The following are some key points to keep in mind
i Recognize that conflict is a healthy part of communication if all parties understand theirresponsibilities in the process
ii Parties should approach the process with the idea of creating a learning environmentiii Parties should be prepared to listen to each other ndash that is really listen without interrupt-
ing or preparing your argument in your headiv If you are challenging a statement made by another person ndash it is important to state
concisely where you believe the problem lies and if it furthers the learning moment tostate the impact on yourself
v Do not belabor the point or make comments about the otherrsquos motivation for the state-ment (ie They are ignorant bigoted etc)
vi The person who has been challenged should take away the information to think aboutwhere their learning lies ndash the statement back to the challenger should include how youwill approach the information that was shared with you from the other person
vii If you do not agree with the challengerrsquos view ndash further dialogue may be necessaryviii State your own view and where you believe the problem liesix Each person is responsible to think critically about the otherrsquos view with a goal of finding
common ground andor compromise andor the decision to agree to disagree ndash which isallowing space for differing points of view
x It is important that both parties do not disengage from the process by complaining orexpressing dissatisfaction about the other person to other people ndash that kind of behaviorlowers the integrity of the process and the party who engages in it
xi Try to understand each otherrsquos perspective without judging the person or making assump-tions about each other
Co-chairs responsibilitiesbull reminding members of the guidelines of conflict resolutionbull arranging time in the agenda to address conflict in the groupbull mediating conversations between the parties in conflictbull negotiating resolutionbull If the conflict is in regards to making a decision The co-chairs should refer to the decision
making guidelines
The guidelines presented above should not be used in situation of discrimination and abuse Inthose situations the committee should follow the procedures in the organizations anti-discriminationor anti-harassment policies
Appe
ndic
es
35
snoitpO snosaeRstifeneBrof
snosaeRsmelborPtsniagA
puorGnoisiceD
rofsnosaeRnoisiceD
Appendix D Sample Decision Making Chart ndash Policy Review Committee
Appendices
36
App
endi
x E
Fra
mew
ork
for p
olic
y re
view
and
dev
elop
men
t
We
deve
lope
d th
is fr
amew
ork
duri
ng th
e fir
st p
hase
of t
his
proj
ect
Its
purp
ose
is to
hel
p or
gani
zatio
ns u
se a
n in
tegr
ated
ant
i-opp
ress
ion
fram
ewor
k ap
proa
ch w
hen
revi
ewin
g an
d de
velo
ping
pol
icie
s
NOITSE
UQ
EG
NELLAH
CES
NOPSE
R
esoprupeht
sitah
Wrodna
ycilopsiht
foerudecorp
erusneotyrassecen
siycilop
aneh
wwonk
ottluciffid
ebn ac
tIruoy
tahterusne
otdna
seicilopyna
moot
gnitaercton
erauoy
ehtgniyfitnedI
stnemetats
gnitcilfnocgnika
mton
e raseicilop
edivorpsalle
wsa
sllaftipeseht
diovapleh
nacesoprup
otyrassecen
eblliw
serudecorptah
wdna
wohot
sanoi tcerid
esoprupeht
teem
bull bull bull bull
ycilopeht
rofelanoitar
ehtedivorP
tnetniytiuqe
ehtyfitnedi
ylraelCseitilibisnopser
evitalsigelyfitnedI
)s(ycilopetairporppa
ehtot
serudecorpkniL
tifycilop
ehtseo
Dycnega
ehtnihti
wnoissi
metad nam
rodnatne
metatsseulav
fotne
metatssfeileb
dna
woH
dnaetadna
mrieht
eniltuotaht
stnemetats
evahseicnega
ynaM
roFetadna
meht
teemlli
wyeht
wohtuoba
sfeilebrieht
elpmaxe
nasi
nemo
wllatsniaga
ecneloivlladne
otelpmaxe
er usneneht
tsum
wolloftaht
seiciloPtne
metatsnoissi
ma
fotsniaga
ecneloivgnitauteprep
tonsi
noitazinagroeht
tahtnoisserppo
ronoisulcxe
fomrof
ehtni
nemo
w
bull bull bull bull bull
fotne
metatsstnemucod
tnavelerllaweiveR
ctetnemetats
noissimetadna
msfeilebeht
stroppusycilop
ehtfi
enimrete
Detadna
mnoissim
seitiugibma
ehtyfitnedI
seulaveht
htiw
st sartnocycilop
ehtfi
enimrete
Dnoitazinagro
ehtfo
ycilopeht
oteka
mnac
uoysegnahc
ehtyfitnedI
tievorp
miot
tifyc ilop
ehtseo
Deht
htiw
snoitazinagronoitisoplacitilop
wo
H
tahtnoitisop
nasitrapa
naem
tonseod
noitisoplacitilopA
ynamrehtaR
ytraplacitilopralucitrap
astroppus
seussiralucitrap
nosnoitisopdepoleved
evahsnoitazinagro
noitazinagrotsini
mefa
ebya
mnoitazinagro
ruoyelp
maxeroF
dluow
serudecorpdna
seicilopruoy
noitazinagrotsini
mefa
sAytiuqe
yapeikro
wemarf
ytilauqesna
mow
awollof
ctestifenebrevigeracyli
mafdednapxe
bull bull
snoitisoplanoitazinagroeht
ssucsiddna
yfitnedItub
nettirwnu
erataht
seussilaicosgnidrager
esohtfo
emoS
noitazinagroruoy
nihtiw
tsixeyap
msireetnulovsvrobal
diapedulcniya
mcteseussi
htlaehlatnemytiuqe
-tne
metatsfeileb
aot
snoitisopetairporppa
ddAtsixe
tonseod
enofi
enoetaerc
ro
Appe
ndic
es
37
NOITSE
UQ
EG
NELLAH
CES
NOPSE
R
teem
ycilopeht
seoD
sdradnatsmu
minim
noitalsigelrobal
fosthgir
namuh
ycavirpnoitalsigelrednufnoit alsigel
dnastne
meergalautcartnoc
rehtostne
meerga
mehtdeecxe
tiseo
D
lautcartnocdna
evitalsigeltee
mylraelc
dluohsseiciloP
nettirw
si)noitalsigel
ytiuqeneve(
noitalsigeLseitilibisnopser
ehtno
desabsi
tahtkro
wemarf
erutluctnani
moda
morfeht
tcetorpot
keesyehT
spuorgsuonego
mohfo
noitpmussa
elpoepfo
sthgireht
ecnavdatonelpoep
dezilanigram
fosthgir
dnoyebog
dluohsseicilopkro
wemarflanoitcesretni
naylppa
oTsdradnatsla
minim
bull bull bull bull
snoitazinagroeht
dnatsrednudna
weiveR
waleht
rednuseitilibisnopser
seitilibisnopserdnatsrednu
dnastcartnoc
weiveRstcartnoc
fos
mreteht
rednullaf
snoitatcepxemu
minim
ehtereh
wyfitnedI
sseccaot
tnemevorp
midna
tnemecnavda
fot rohs
ytiuqedna
lauqetroppus
nacnoitazinagro
ruoysya
wyfitnedI
ytinutroppo
sihtseod
woH
erudecorpycilopeht
tc apmi
snoitazinagrotegdub
fI
mehttne
melpmi
ottcap
miyrategdub
evahod
seicilopyna
Mot
elbissopmi
emoceblli
wycilop
ehtdezingocer
tonsi
sihttub
ycilopdab
asi
tiesuaceb
ton-
dedracsideb
dnawollof
rofdetnuocca
tonere
wnoitatne
melpmi
fostsoc
ehtesuaceb
bull bull bull bull
htiw
detaicossastsoc
ehtllayfitnedI
ycilopeht
fonoitatne
melpmi
ralugerfo
trapera
stsoceht
erehw
yfitnedIedulcni
dluow
reganam
foyralaSei
-ssenisub
noisivrepusffats
stsoclanoitiddayfitne dI
ylgnidroccategduB
otelbisnopser
sioh
Wsi
ycilopsiht
erusnedna
dootsrednudecrofne
elbisnopsersi
ohw
etatsylraelc
tsum
serudecorpdna
seiciloPhcaEssenevitceffe
gnitaulavedna
gnirotinomtuo
gniyrracrof
detatsylraelc
e bdluohs
elorsnosrep
bull bull
diapnudna
diapfo
selorsuoirav
ehtyfitnedI
noitazinagroeht
fosreb
mem
ehttuo
yrraclliw
ohw
srebme
meht
yfitnedIsreb
mem
ehtetaulave
dnaesivrepusserudecorp
ycilopeht
etaulavedna
weiveretaerc
Appendices
38
NOIT
SE
UQ
EG
NELL
AH
CE
SN
OP
SE
R
eht
sita
hW
rof
msina
hcem
lacitirctnial
pm
ockca
bdeef
tegtaht
stnemucod
gnivileb
dluohsserudecorp
dnaseiciloP
ottnatrop
misi
tieroferehT
sevorpmi
gninraelruo
saretteb
rokcabdeef
edivorpnac
detceffaesoht
wohetats
yl raelcro
elbaeganamnu
evitceffenievorp
yehtneh
wfinialp
mocevisserppo
bull bull bull
seifitnediylraelc
tahtycilop
stnialpmoc
aetaer
Csreb
mem
diapnudna
diaprof
ssecorpeht
srebme
mytinu
mmoc
dnastneilcsresu
ecivrestI
elbisseccas i
ssecorpstnialp
moceht
erusnEyllacisyhp
nacsklof
erehw
decalpeb
dluohselbissecca
tnereffidni
dereffodna
tissecca
nialpraelc
ninettir
web
osladluohs
tIsta
mrofelpoep
ybdessecca
ebnac
titaht
osegaugnal
slevelycaretil
suoir avhti
wycilop
ehtrof
kcabdeefrof
ssecorpeht
yfitnedI
weiver
eb
ycilo
pe
htlli
ww
oH
otdetaci
nu
mm
oce
blli
wo
hw
eso
ht ti
yb
detceffa
ehtyb
detceffeesoht
llaot
tnediveeb
dluohscorpseiciloP
tnatropmi
sinoitacinu
mmoc
fonalp
agnitaer
Cse
moctuobull bull bull bull bull bull
elbisnopsereb
lliw
ohw
elpoepeht
folla
yfitnedIeb
lliw
ohw
esohtdna
noitatnemelp
mirof
noitatnem elp
mieht
ybdetcap
misdnik
tnereffideht
sseccafo
stniopeht
yfitnedIyrassecen
sseccafo
sepytdna
noitatnemelp
mirof
elbisnopseresoht
llaerusnE
seitilibisnopserrieht
tuobaraelc
eraot
ycilopetacinu
mmoc
otnalp
ehtyfitnedI
s rebme
mytinu
mmoc
dnastneilcsresu
ecivresrehto
dnaegaugnal
ycaretilsserdd
Aseussi
ytilibisseccaseussi
eseh tsserdda
otnalp
aetaer
C
Appe
ndic
es
39
NOITSE
UQ
EG
NELLAH
CES
NOPSE
R
weivereht
sitah
Weludehcs
ehtodlli
woh
W
weiver
deweiver
ebdluohs
stnemucod
gnivilsa
serudecorpdna
seiciloPdluohs
ssecorpehT
tnemevorp
mirof
yltnetsisnocdna
ylralugernI
kcabdeefrof
ytinutroppoedivorp
otsa
oseludehcs
aedulcni
dnaseicilop
ehtyb
detceffaesohtlla
morftupni
tegot
redrotahtnesohc
rodetov
ebdluohs
sreweiver
fomaet
aserudecorp
sevitcepsrepfo
esabdaorb
atneserper
bull bull bull
roylraey-
seicilopfo
weiverrof
enile
mita
teSylraey-ib
ebdluohs
tahtspuorg
redlohekatseht
yfitnedIytisrevid
otnoitnetta
htiw
weivereht
nidevlovni
dnassenevitceffe
ehtssessa
otsloot
edivorPycilop
hcaefo
ytiuqe
ycilopsiht
seoD
egnellahclahcrairtap
laicosevisserppo
wo
Hs
mron
gnignellahcflesti
nisi
krowe
marfdetargetni
nagniylppA
neebevah
sufo
ynam
sareve
woHs
mronerutluc
tnanimod
morftrats
dluohse
wsdradnats
naciremA
htroN
ybdenoitidnoc
nide
marfeblli
wserudecorp
dnaseicilop
ruotaht
esimerp
ehtksa
otevah
ew
eroferehTsfeileb
dnaseulav
erutluctnani
modgnidlohpu
tonera
ew
erusnetaht
snoitseuqfo
seiresa
sevle sruonoisserppo
fos
metsysdehcnertne
bull bull bull bull bull bull bull
noisserppodna
yhcrairtapfo
seussieht
yfitnedIycilop
hcaeni
tnerehninihti
wseussi
esehtegnellahc
otwoh
ezigetartSnoitazinagro
ruoygnika
mnoisiced
ehtni
ycnerapsnarteht
weiveRsessecorp
seodtah
Weisevlesruoyrof
snoitseuqetaerC
noitazinagroruo
niekil
koolre
wopycilop
ehtmorf
stifeneboh
wyfitnedI
revore
wopa
dlohpuseicilop
hcihw
enimrete
Dkro
wemarf
emit-lluf
derihsteg
ohWei
-snoitseuq
ksAsi
erehW
denimreted
sihtsi
woH
emit-trap
senimreted
ohW
tegdubeht
nitneps
yenom
seitiroirp
Appendices
40
NOITSE
UQ
EG
NELLAH
CES
NOPSE
R
ehteblli
wtah
Wno
tcapmilaitnereffid
spuorgdezilanigra
m
dnatsrednuot
tnatropmi
sitI
emas
ehtnae
mton
seodlauqEyfitnedi
otspuorg
tnereffidno
seicilopfo
stcapmi
suoiraveht
foytilibissecca
troppusot
wohdna
eilsreirrab
ehtereh
wspuorg
suoiravrof
secivresdna
tnemyolp
me
bull bull bull bull
fos
mitcivera
ohw
elpoepfo
spuorgyfitnedI
noisserppoci
metsysspuorg
suoiravno
stcapmi
ehtyfitnedI
dnaytiuqe
ecnavdataht
stcapmi
hsiugnitsiD
tonod
tahtesoht
sseccaot
sreirrabegnahc
otsya
wezigetartS
ycilopehtlli
wwo
Hnoisserppo
egnellahcnoisserppo
cimetsys
rofseicilop
weiveR bullmsicar
bullaibohpo
mohmsixesoreteh
bullmsielba
bullmsiega
bullmsixes
bullmsirtneconhte
bullmsissalc
bullmsiti
mes-itnabull
msibarA-itnabull
noitanimircsid
suoigilerbull
msilainoloc
bull bull bull
tsrifnretse
wa
sahycilop
ehtfi
enimrete
D
weivdlro
wtuoba
noitpmussa
narof
ycilopeht
ssessAnoitautis
cimonoce-oicos
dnaegaugnalytilibafo
secnereferrof
egaugnaleht
weiveRsnoitp
mussasuoigilernoitazinoloc
Appe
ndic
es
Appendix F Glossary of Anti-Oppression Terms
Ableism Prejudice and discrimination against people living with mental emotional and physicaldisabilities or differences People living with disabilities experience this discrimination segrega-tion and isolation because of peoplersquos prejudices and institutional barriers not because of thedisability or difference itself Deaf Deafened and Hard of hearing people historically have experi-enced systemic ableist oppression as well
Anti-Semitism Discrimination or violence against Jews Judaism and the cultural intellectualand religious heritage of Jewish people The word Semite literally refers to ldquoany of the peoplessupposed to be descended from Shem son of Noah especially the Jews Arabs Assyrians andPhoeniciansrdquo However Anti-Semitism is mostly used to refer to prejudice discrimination andviolence directed at Jews
Class Economic and social groups People in the higher classes make decisions about theeconomy while other people work for wages or are kept out of the economy The things that markdifferences between classes include peoplersquos ability to meet their basic needs their level ofincome wealth and formal education and their connections with people and institutions thathave influence and power In the current economic structure rich people got their wealth bytaking advantage of people at the bottom and middle of the class structure
Classism Any practices and beliefs that judge and value people according to their social class orthe social class that other people assume they belong to Most workplaces use classist languagethat reflects and reinforces the social hierarchy For example they undervalue the work of sup-port staff and decisions do not include the knowledge and opinions of these workers
Colonialism When a foreign power dominates and exploits an indigenous group by taking theirland and resources and using them as cheap labor in order to make money It also means spe-cific era between the 1700s and 1900s when European countries expanded into the Americasand countries of the global South In Europe people justified these practices using racial doc-trines These ideas about hierarchies of race are still widespread Uncovering and challengingthe ideas and ongoing practices of colonialism are important parts of racial equity work
Culture The collective experience beliefs values knowledge economy and ways of life of agroup of people who share past or current experiences Culture changes constantly it is notstatic Every culture is shaped by the land and spaces people inhabit together Individual andgroup culture can also be shaped by language religion racialization gender experiences ofmigration and immigration social class political affiliation family influences age sexual orien-tation geographic origin ethnicity experiences of discrimination or lack of discrimination andexperiences fighting oppression
Disenfranchised Not having full rights as a citizen or not being able to fully participate as amember of the community
41
Appendices
Dominant Culture The beliefs values and judgments of groups with social power The dominantculture is created and maintained by people in the dominant social group People who do notbelong to the dominant group often believe that these values beliefs and judgments are trueinstead of seeing how they reflect the interests of people in power
Dominant group People whose social identity gives them power and privilege In most parts ofCanada dominant identities are White male English-speaking heterosexual able-bodied Chris-tian affluent and middle class thirty to sixty-five years of age university educated from centralCanada Many people have one or more dominant identities
Equity Peoplersquos rights as individuals or members of a group to an equitable share of theresources and influence in society Equity work analyses and challenges unfair systems andpractices and works towards creating outcomes and access that benefit people equally
Exploitation Taking unfair advantage of a person or a group for onersquos own gain or advantageExploitation can be systematic or individual
First Nations A term that reflects the process some Aboriginal peoples in Canada have used toname themselves The word ldquofirstrdquo recognizes the fact that Aboriginal peoples are the originalinhabitants of what is now called Canada The word ldquonationrdquo stresses the fact that Aboriginalpeoples are political collectives who had their own forms of government before Europeans beganto settle here Many First Nations peoples are fighting to re-establish that sovereigntybull The term also refers to a group of Aboriginal people who were previously called a ldquoBandrdquo by
the Department of Indian Affairsbull ldquoFirst Nationrdquo can also mean a group or several groups of Aboriginal people who have the
same ethno-cultural background
Gender identity Features that are tied to how an individual thinks of themselves as a man or awoman A personrsquos gender identity may not be the same as their biological sex
Gender roles The culturally specific behaviors and appearances constructed by a culture todefine what is expected of women and men The expectations of femininity and masculinity areimposed on individuals according to their biological sex
Harassment Persistent ongoing behavior conveying negative attitudes towards an individual orgroup to make them feel intimidated and humiliated Harassment is an exercise of power Itincludes any action that a person knows or should know is not welcome Harassment includesname-calling jokes slurs graffiti insults threats rudeness and crude gestures verbal or physi-cal abuse Human Rights Codes in most provinces prohibit harassment based on race religionsex ethnicity and the other prohibited grounds for discrimination
Heterosexism All practices that convey the message that heterosexuals are better than otherpeople including the assumption that everyone is or must be heterosexual It operates like otherforms of prejudice and discrimination giving privilege and rights to members of the dominantgroupndashheterosexualsndashand not to gay or lesbian people
42
Appe
ndic
es
Hierarchy A system that gives individuals or groups different positions and power People andgroups with a higher rank have more power resources and value than individuals or groups witha lower rank For example in a patriarchy men are given more value than women
Immigrants People who have arrived and settled in Canada in their lifetime Sometimes peopleuse the word incorrectly to refer to Canadian-born racialized people because they assume thatall racialized people were born elsewhere
Inclusive Making sure that all members of the community are represented or involved in allaspects of the community
Integrated Combining information and values from a variety of people and sources in order toget a fuller result that is more inclusive
Islamaphobia The systemic ways and individual practices of racism that target Arab people andhave particular impact on them Some examples include negative stereotyping of Muslim peopledepicting Islam as essentially violent and fundamentalist assuming that all Arabs are Muslimand all Muslims are Arabs
Landed immigrant Persons with legal status who are permanent residents of Canada ratherthan visitors refugee claimants temporary workers or citizens
Marginalization A process that keeps groups or individual from having access to all or part ofthe resources and activities of the community
Oppression When one social group takes advantage of another social group either knowinglyor unconsciously Oppression gives the dominant group privilege and marginalizes anddisenfranchises the subordinated group The dominant social group can use force or social insti-tutions and resources to achieve oppression After a time individual members of the dominantgroup do not need to do anything and unequal treatment becomes so much a part of the socialinstitutions and structures that it seems normal
People of colour Any person who is not White or Aboriginal This term was first adopted in theUnited States by racialized people who were trying to name themselves with a positive identityrather than as ldquonon-whitesrdquo ldquocolouredrdquo ldquoethnicsrdquo or ldquovisible minoritiesrdquo
Privilege Unearned power that gives members of the dominant group economic social andpolitical advantages Privilege also means rights that everyone should have but that are deniedto some people
Racism Any aspect of Canadian society that openly or subtly makes White people and Whitenessnormal and valuable while making racialized communities invisible or devaluing stereotypingand labeling people of colour as ldquoothersrdquo who are different or inferior
43
Appendices
Individual racism The beliefs attitudes and actions of individuals that support or maintainracism Individual racism can be conscious or unconscious It can be active or passive
Institutional racism The network of structures policies and practices in systems and institutionsthat give White people advantages and that discriminate oppress and disadvantage racializedpeople
RacializationRacialized Racial identities are not fixed categories They are shaped by historynationality gender class and identity politics Racial designations often differ from country tocountry The term racialization or racialized makes explicit the ways in which we are socialized todifferentiate groups of people on the basis of superficial physical characteristics where White isthe norm It emphasizes the active process of categorizing people while at the same time reject-ing ldquoracerdquo as a scientific category
Refugee Persons who have to flee their country because they have a ldquowell-foundedrdquo fear ofpersecution based on race religion nationality political opinion or membership in a particularsocial group
Religious discrimination Any institutional or individual practices that exclude and discriminateagainst a person because of their religion In Canada many workplaces do not provide equitablyfor all religions Recently the Supreme Court has ruled that employers must accommodate em-ployees whose religious observances are not recognized in the Christian-based statutory holidayssuch as Easter and Christmas Religious discrimination is often linked to other forms of discrimi-nation For example Irish Catholics were often marked by their class ethnic origins and lan-guage as well as their Catholicism Racialized Muslims often experience racism mixed withreligious discrimination
Sexism Systemic and individual practices that give men privilege make women subordinate andthat shame values identified with women
Social Location or Social Identity A personrsquos membership in a socially constructed groupThese groups are often identified according to superficial characteristics such as skin colourcountry of origin religious beliefs body form etc
Structural This approach to equity work believes that the thoughts and behaviors of the indi-vidual are created and guided by various social structures such as capitalism andor neo-liberal-ism and are therefore limited The focus for change is raising awareness of the limits and chal-lenging the structures
Systemic racism The conscious or unconscious policies procedures and practices that excludemarginalize and exploit racialized people Systemic racism is supported by institutional powerand by powerful ideas often unexamined ones which make racism look normal and justified Forexample institutions that do not have effective complaints procedures or performance appraisaland promotion processes that use equity competencies make it possible for individuals to beracist
44
Appe
ndic
es
45
Transgender person A person who is not comfortable with or who rejects some or all of thegender identity given to their biological sex This is an umbrella terms used to describe trans-sexuals transvestites or cross-dressers and intersex people
Transsexual Someone who has a very strong feeling that they are living in the wrong sex A maletranssexual needs to live as a woman and a female transsexual needs to live as a man Somebut not all transsexuals have surgery to reassign their sex Some have procedures to partiallyreassign their sex and some use hormone therapy A transsexual can be heterosexual homo-sexual or bisexualWhite Refers to people belonging to the dominant racial group enjoy skin privilege in NorthAmerica Australia New Zealand and anywhere European colonialism has created racial inequityThe term ldquoWhiterdquo is capitalized for different reasons than other racial designations ndash Aboriginaland Black The latter identities are claimed with pride in opposition to the names imposed bydominant White society One of the ways that racism operates is to leave the racial identity ofWhite people unidentified ldquoWhiterdquo is capitalized to interrupt the privilege of having Whitenessgo unnamed
White Supremacy A system based on assumption of the ldquorightness of Whitenessrdquo in whichpolitical economic and social systems result in White people having more privilege and powerthan racialized people
many of the terms in the glossary were adapted with permission from Dancing on Live Embers ChallengingRacism in Organization by Tina Lopes and Barb Thomas Toronto Between the Lines 2006
Appendices
Appendix G Focus Group Findings
The following points are the relevant themes that emerged from the focus groups The groups wereasked to answer the following questions
1 How well has your organization and the various sectors practiced an integrated approach to anti- oppression
bull overall feeling that most are doing pretty good workbull some feel frustrated that the policies etc are not fully put into practice by all staff at an
agencybull feeling that the work is silorsquod and separated ndash working on one oppression at a timebull that the work is framed from a white middle class perspectivebull the work is not happening fast or often enough ndash ie deaf woman services gaps and barriers
2 What are the effective practices in the various areas ie policies programming outreach training org development
bull be committed inventive constantly evolve vigilantbull open to change pushing for changebull inclusion at all levels of an organization working together on committees and groupsbull engage diversity responsive to different needs
3 Where are the challengesbull funding shortages piecemeal and targeted on specific groups onlybull lack of accountability lack of clear policies and proceduresbull lack of inclusivity and diversitybull lack of time to be together communicate etcworkloads of service providersbull silorsquod workbull systemic exclusion internal and societal institutions
4 Visions and suggestions for changebull core guidelines with key values ndash written down and put into practicebull accountability in staff and managementbull commitment from all levelsbull everyone open to challengebull look at themes not populationsbull community drivenbull training and toolsbull fully funded and supported by structures
5 Who would take up the facilitation of changebull not one personbull coalitionsbull community groupsbull all levels of organization including service users
46
Appe
ndic
es
Recommendation(s)
a Conduct a review of existing policies procedures and practices that organizations feel repre-sent their best efforts of an integrative anti-oppressive framework
b Working groups should be created to develop the most effective integrative policies andprograms The groups should include diverse members from different social locations com-munities and be representative of all levels of the organization including service users
c Organizations must support this work by allocating time personnel and resourcesd Organizations must demonstrate commitment to the work by reviewing all policies proce-
dures and programs through the lense of an integrative anti-oppressive frameworke A tool kit should include templates of policies and procedures to simplify the writing of work
done by the committeesworking groupf This work is not static and must be revisited regularly in order to incorporate new informa-
tiong Organizations should offer regular training and workshops on how to put an integrative anti-
oppression framework into practiceh Organizations must hold staff and volunteers accountable to adhering to agency practice by
offering training and supervision including key values in mandate and mission statementsand integrative anti-oppressive practices in personnel and volunteer policies
Focus group participants
The following organizations participated in focus groups in 2005-06 for the Integrative Anti-Oppression Project
Woman Abuse CouncilFCJ Refugee Centre519 Community CentreNelliersquosSpringtidersquos Women with Disabilities ProgramToronto Rape Crisis CentreMulticultural Women Against RapeCentral Neighbourhood HouseAccess Alliance Multicultural Community Health CentreA Commitment to Training and Employment for Women (ACTEW)Arab Community Centre of TorontoAssaulted Womenrsquos HelplineBarbara Schlifer Counselling ClinicBlack Creek Community Health CentreCentral Family IntakeErnestine Womenrsquos ShelterFamily Services AssociationFlemingdon Neighborhood ServicesKorean Canadian Womenrsquos Association
47
Appendices
Macaulay Child Development CentreSt Christopherrsquos HouseSt Joseph Womenrsquos Health CentreSt Michael HospitalStonegate Community Health CentreUrban Alliance on Race RelationsWomenrsquos Counselling Referral and Education CentreYorktown ShelterYWCA
48
Appendix H References
Dancing on Live Embers Challenging Racism in Organizations Tina Lopes and Barb Thomas Be-tween the Lines Toronto 2006
Campbell C (2003) Anti-oppressive social work Promoting equity and Social Justice Editor DrCarolyn Campbell Halifax Nova Scotia Dalhousie UniversityRetrieved Jan 22 2008httpaoswsocialworkdalcawhatisaoswhtml
Roundtable on Anti-Oppression Politics in Anti-Capitalist Movements Edited by Sharmeen Khan ndashparticipants in the roundtable Kirat Kaur Junie Deacutesil Gary KinsmanRetrieved Jan 22 2008httpuppingtheantiorgnode1380
Williams C (2003) ldquoSeeking Cultural Competence What Is It How Do You Develop It and How DoYou Know When Yoursquove Got Itrdquo In WShera (Ed) Emerging Perspectives on Anti-Oppressive Practice(pp 265 - 278) Toronto Canadian Scholarsrsquo Press Inc
- Front Page1-1
- ManualModEN2
- ManualModEN3
- ManualModENCon
-
Appl
ying
Inte
grat
ed A
nti-o
ppre
ssio
n To
Pol
icie
s
Step 2 Create a work plan
Once you have a policy review schedule create a work-plan for the policy review process Make sureto allow enough time for a successful and meaningful review
To help create this work plan we suggest using the Framework for Policy Review and Developmentincluded as Appendix E Here is a sample of a basic work plan
Use the chart on page 27 (Appendix A) to create your workplan Use the Framework on pages 36 to40 (Appendix E) to help you develop the work plan
otsdeentahWneppah
siohWelbisnopser
sksaT eniLemiT
tegdubapoleveD rotceriDevitucexE ctesesnepxetsaceroF 1yraurbeF
eettimmoCtiurceRsrebmeM
-srotceriDfodraoBlennosrePeettimmoC
etivniotrettelaetirWsrebmemytinummoc
dnasresuecivrestiurcerffats
1beF-retteL
skeew2-tsoP
-sweivretnIskeew2
scitsigoLeettimmoC nosiailffatSeettimmoc
srebmem
fonoitacolteSseludehcsdnasgniteem
ehtrofriahcaesoohCeettimmoc
saheettimmocerusnEnigebotsecruosereht
-gniteemtsriF41hcraM
snoitadnemmoceRtropeR
ehtforiahCdnaeettimmoc
nosiailffats
dnatroperetirWevitucexEehtottimbus
rotceriD
41yaM
nopuwolloFsnoitadnemmoceR
rotceriDevitucexEdraoBsreganaM
otkcabtroperaedivorPsrebmemeettimmoctahtsredlohekatsdnasenilemitehtseniltuo
ctesegnahcrof
52enuJ
11
Applying Integrated Anti-oppression To Policies
Step 3 Set up a Policy Review Committee
Often people think that committees are a cumbersome and time-consuming way to work Howeverworking with a diverse group is the best way to build integrated anti-oppression into the organiza-tionrsquos policies
You will need to decide the size of your policy review committee It should be large enough to includea variety of perspectives but not so large that it will be difficult to complete its work in the time setfor the process Remember to think about how many people the budget can accommodate and whoshould be represented
Committee members will have access to sensitive and confidential material For this reason theymust agree to confidentiality and sign a letter that outlines this agreement
Inviting members to joinInvite or recruit members from the community and from within the organization You should
bull use accessible language and formats in your invitationbull invite people to join well before the committee starts its work andbull give people clear information about what you expect from the committee what their
responsibilities will be and how much time the committees work will take
Who should be on the committeeMake sure that the committee reflects diverse identities and has representation from people whodo not traditionally have decision making power
bull the majority of the committee should identify as racialized or aboriginalbull the majority of the committee should be people who have no or little decision-making
power in the organizationbull all committee members should identify part of their social location as a member of a
marginalized group andbull as a whole the committee should represent the demographic of people who use the
organizationrsquos service
Make sure that your committee includes representation from people who will be impacted by thepolicy such as
bull community members including service usersbull Volunteersbull Frontline staffbull Managementbull Board
People who sit on behalf of the Board of Directors and management must be able to make decisionsand speak on behalf of the decision-makers they represent Make sure they are clear about whatprocess they should use to check in and communicate with the board or management
Supporting the committeeThe organization must fully fund the participation of all committee members This includes moneyfor transportation child care interpretation accessible space and attendant care An honorariumshould be given to committee members who are community members
12
Appl
ying
Inte
grat
ed A
nti-o
ppre
ssio
n To
Pol
icie
s
Ideally the organization shouldbull Provide financial support to everyone without stigmatizing those members who are
poor or who identify as marginalized socio-economically In addition the organizationmust work with members who receive social assistance to make sure that they arenot penalized for any financial support they get for doing this work Perhaps one ofthe first policies the committee could review is the Honorarium policy or the policiesabout Committee Membership
bull Supply a resource person to the committee Their role is toi keep notes of the meetingsii make notes about recommendations for how policies should be revisediii research legislative benchmarks human rights provisions employment
standards and any other matters as needediv create information packages for committee members that include relevant
internal documents such as complaints salary and benefit grids and collec-tive agreements
v report back to the organization on the committeersquos progress or on issues thatneed broader discussion
If this person is a staff person with other responsibilities they should be given timeto work on this process Committee work should not be added on to their otherduties and squeezed in when possible Allocating staff time for this work is one wayto make sure it has priority within the organization
bull Develop terms of reference for the committee It should include a statement of thecommitteersquos mandate The terms of reference should include details of the scopeand boundaries of the work the timelines and the responsibilities of the committeeas a whole and of the facilitators (See Appendix B for sample terms of reference)
bull Ensure all committee members have a copy of the organizationrsquos anti-discriminationandor anti-harassment policy In addition consider developing some guidelines forconflict resolution (see Appendix C for a sample of conflict resolution guidelines )
bull Develop an agenda for the meetings For the first meeting the agenda should in-clude
i choosing a facilitator and co-facilitatorii reviewing the terms of referenceiii introduction to the process and each otheriv schedule of meetingsv introduction to the package of materialsvi expectations and role of the committeevii discussion about the power differences between committee members and how the committee should be mindful of this while making decisionsviii guidelines for decision making (see Appendix D for a sample of a decision making chart)
Ask the committee members to provide feedback on their experiences working on this projectafter they go through the whole policy review process This will support the organization toidentify and alleviate barriers and improve the process for the next round
13
Applying Integrated Anti-oppression To Policies
Step 4 Review the organizationrsquos policies
Once the committee is ready to begin work it should review each policy We have developed ques-tionnaires to help facilitate discussion of the three vital questions at this stage of the processnamely
bull how accessible is the policybull how are different people affected by the policybull how can the policies be changed to truly include everyone
Blank copies of these questionnaires are included in Appendix A
To help you understand how to use these tools we have included questionnaires that have beencompleted in response to the following policy provided by Springtide Resources Please note thatthis is an old version of one of our policies Springtide Resources has recently used the integratedanti-oppression framework to update all of its policies
Sample policy ndash PAID HOLIDAYS(from Education Wife Assault (EWA)ndash the name for Springtide Resources before 2006)
EWA staff will be paid for ten statutory holidaysNew Yearrsquos Day Canada day Thanksgiving Day BoxingDay Good Friday Christmas Day Labor Day Victoria DayEaster Monday Civic Holiday
A religious holiday of the employeersquos choice may be substituted forEaster Monday
Permanent part-time staff who work 21 hours a week are entitled to allstatutory holidays
Building Closure
When the EWA offices are closed between Christmas and New Yearrsquosemployees will be paid for these days
14
Appl
ying
Inte
grat
ed A
nti-o
ppre
ssio
n To
Pol
icie
s
How accessible are your policiesThe questions in this section are designed to help you think about whether the policy documents areaccessible ldquoAccessiblerdquo includes where the policy is physically located its format and how mean-ingful the policy is The best policies will be representative and make sense to a variety of users
To make policies accessible you should aim toKeep the policies in a place where anyone who wants to read them can access themwithout barriersMake sure that the policies can be and are translated into different and appropriatelanguage and cultural interpretations as well as physical formatsUse language that is clear and direct rather than full of jargonUse wording that makes the policy intentions easy to understandHave a clear statement about who the policy applies to and who is responsible forputting it into practiceBeing flexible in the policy to allow for different cultural beliefs and values unlessthere are legal reasons to limit your flexibility
Questions for discussionTo check your policies for accessibility use these questions in your discussion
1 Is the policy in a barrier-free location
2 Is the policy available in different formats Do we invite comment about the format
3 Is the policy written in language that is easy for most clients and all staff to understand Lookfor jargon that only makes sense to workers in your organization but is not recognized by others
4 Can the policy be easily translated to other languages
5 Does the policy say who it affects Does it say who is responsible for implementing it
6 Does the policy reflect various cultural beliefs and values This question can lead to a toughdiscussion about cultural beliefs and values that may undermine social equity There are nofast and easy answers but again the policies should be living documents that change and adaptto our new information and knowledge about difference
7 If there is a process in the policy are the steps flexible and adaptable to accommodate differ-ences
8 Does the policy invite people to give feedback and comments about what it says
Record your decisions on the form ldquoHow accessible is this policyrdquo This form is on page 28 (AppendixA)
15
Applying Integrated Anti-oppression To Policies
Here is how we used our questionnaire to assess our policy about Paid Holidays
How accessible is this policy
16
seYsdeeN
krownoitnettAfosaerA
aniycilopehtsInoitacoleerf-reirrab
X ehtnoyllacinortceleelbaliavaylnOrevres
seicilopehtsseccanacffatsylnO
tnereffidnielbaliavaycilopehtsIstamrof
ehttuobatnemmocetivniewoDtamrof
X
X
ffodetnirpnehw-tnirpnielbaliavaylnOrevreseht
enoynamorfkcabdeefdeticilostnevaH
egaugnalninettirwycilopehtsIdnatsrednuotysaesitaht
X yrotutatSeinograjemossesUdetlitssiegaugnaL
nepogninaemehtsevaelegaugnalemoSnoitaterpretniot
ylisaeebycilopehtnaCsegaugnalrehtootdetalsnart
X
tiohwyasycilopehtseoDstceffa
rofelbisnopsersiohwyastiseoDtignitnemelpmi
X seeyolpmednaffatsemit-trapseifitnedIrofelbisnopsersiohwyfitneditonseoD
noitatnemelpmieraffatsrehtowohyfitneditonseoD
detceffa
suoiravtcelferycilopehtseoDseulavdnasfeileblarutluc
X emitdiaptegelpoepdnadesolcsieciffOsyadilohnaitsirhCrofffo
rosnoitarbeleclarutlucsyadilohrehtOdenoitnemtoneraslautir
ycilopehtnissecorpasierehtfIdnaelbixelfspetsehtera
etadommoccaotelbatpadasecnereffid
X dewollasinoitutitsbusenO
otelpoepetivniycilopehtseoDstnemmocdnakcabdeefevig
syastitahwtuoba
X gniydemeryfitneditonseodycilopehTspets
wohyfitnedirokcabdeefticilostonseoDsmelborpehtsserddaot
Appl
ying
Inte
grat
ed A
nti-o
ppre
ssio
n To
Pol
icie
s
How do our policies affect different peopleThe questions in this section are designed to facilitate discussion about the impacts of policies ondiverse lived experiences Some questions can be answered with yes or no responses and othersrequire more information The term ldquoimpactrdquo in this context is used in a broad sense to refer to bothbenefits and restrictions
To consider how people are affected you should aim for a policy thataffects people equitablyincorporates values that are of similar importance for people with different livedexperiencessays what it does not do and outlines steps to changewas created with input from the range of people who are affected by it
Questions for discussionTo check how your policies affect different people use these questions in your discussion
1 How has the policy been implemented What procedures and practices have resulted
2 Who benefits from this policy How
3 Who does not benefit How
4 What are the barriers to equitable impacts What are the kinds of barriers (legislated finan-cial etc)
Record your decisions on the form ldquoHow does this policy affect different peoplerdquo This form is onpage 29 (Appendix A)
17
Applying Integrated Anti-oppression To Policies
Here is how we used this questionnaire to assess our policy about Paid Holidays
How does this policy affect different people
noitseuQ noitnettAfosaerA
detnemelpmineebycilopehtsahwoHevahsecitcarpdnaserudecorptahW
detluser
ecitcarP rosivrepusriehttelyllabrevffatSasekamdnasyadilohgnihctiwserayehtwonk
teehsemitrehnoetonecitcarP diaprofelbigiletoneraohwffats
krowtsumsyadtatsnokrowotesoohcohwroemitemohmorf
enoyreveerusneotroycnetsisnocrofserudecorpoNycilopehtwollofotwohswonk
ycilopsihtmorfstifenebohW
woH
syadilohnaitsirhCetarbelecohwffatS
tegyehTohwsrehtohtiwyojneotffoemitdiap-
syadilohlarutlucrosuoigilerralimisetarbelecemocnitsolon-
tifenebtonseodohW
woH
yehtesuacebetarbelectonodohwffatSdesolcerasrehtoynamnehwkrowodotyrt-secifforehtoynamnehwffoemitekattsum-
nepoeraffoemittegotelggurtstsum-
yehtesuacebelbigiletoneraohwffatSdnaemocnignisolneewtebesoohctsum-
)etarbelecyehtfi(yadilohnokrowotgnivah
otsreirrabehtyfitnediuoynaCyehteraepyttahWstcapmielbatiuqe
)ctelaicnanifdetalsigel(
ffoemitdiapdetalsigeL
llaevigotdroffatonnac-stniartserlaicnaniFffoemitdiapffats
tnemucodotecalpniserudecorpevahotevaHsesoprupytilibailrofstnemegnarraevitanretla
dnasnoitseuqstnemmoctahWycilopsihttuobaevahelpoepodstnialpmoc
serudecorpdnasecitcarpehtrodetaercsahycilopsihttaht
ytinummocsresuecivresffatsehtodtahWsihttuobayassreetnulovrosrebmem
ycilop
ynaedivorpdluohsnoitazinagroehTdnalamroftuobaevahyehtnoitamrofni
ehtotycilopsihttuobastnialpmoclamrofniweiverrofeettimmoCyciloP
18
Appl
ying
Inte
grat
ed A
nti-o
ppre
ssio
n To
Pol
icie
s
What are the gaps in policy and what can we do to make changesThe questions in this section are exploratory to help begin discussions to identify gaps and generateideas for change Use a flipchart with the questions as headers This will allow everyone to contrib-ute and build on the information and ideas
Questions for discussion
1 Does the policy recognize and identify how different people will be affected
2 Is the policy flexible enough to respond to the different lived experience that people have
3 If the policy is not flexible does it say what the organization will do to change this Does theplan for change include timelines
4 Does the policy say how people can give input or feedback about how the policy affectsthem What comments questions and complaints do people have about this policy or thepractices and procedures that this policy has created
5 Does the policy include diverse cultural norms and values What are they
Record your decisions on the form ldquoPolicy gaps and what we can dordquo This form is on page 30 (Ap-pendix A)
19
Applying Integrated Anti-oppression To Policies
Here is how we used this questionnaire to assess our policy about Paid Holidays
Policy gaps and what we can do
20
seYsdeeN
krownoitnettAfoaerA
tnereffidwohyasycilopehtseoDdetceffaeblliwelpoep
X ybstcapmilaitnereffidseifitneditIdnaffatsemittrapgnigdelwonkca
-retsaEetarbelectonodohwesohtsrehtoon
othguoneelbixelfycilopehtsIdeviltnereffidehtotdnopser
evahelpoeptahtsecneirepxe
X ehtotsseccaffatsemittrapsreffOylno-ffoemityadilohnaitsirhCdiap
)sruoh12revo(ffatsemittrapniatrecdeifitnedisrehtoon-
tiseodelbixelftonsiycilopehtfIodlliwnoitazinagroehttahwyas
sihtegnahcot
edulcniegnahcrofnalpehtseoDsenilemit
X
X
oN
oN
elpoepwohyasycilopehtseoDtuobakcabdeefrotupnievignac
mehtstceffaycilopehtwoh
X deticilostonsinoitamrofnioN
esrevidedulcniycilopehtseoDseulavdnasmronlarutluc
yehteratahW
X ssalcfonoitingoceremossierehTotsrekrowemittraprof-seussi
emostifenebyadilohsuoigilerenosierehT
emos-dewollanoitutitsbusecnereffidfonoitingocer
Appl
ying
Inte
grat
ed A
nti-o
ppre
ssio
n To
Pol
icie
s
Step 5 Make recommendations
Once the committee has assessed the policies it must create a report that outlines its recommenda-tions The report should summarize how each policy could be improved To come up with recommen-dations for improving each policy the committee can review comments from the questionnaires
The main question in this step of the process is What would improve this policy so that it inte-grates anti-oppressive practice Use flipchart paper to record ideas This allows committee mem-bers to share information and build upon each otherrsquos ideas
Facilitate the discussionThere will be different perspectives and ideas about what changes will benefit people and how toaccomplish these changes Because of this there is potential for conflict Here are some hints tohelp make sure that this discussion will lead to recommendations that can help your organization
Ask the committee to choose a facilitator for the discussion Their role isto support everyone in being heardto solicit all ideas and perspectivesto make sure that opposing viewpoints or challenges are given and received in afriendly and open mannerto help the committee build consensus andto finalize recommendations
The facilitator should not offer ideas to the discussion Their role is to help make sure all of thecommitteersquos ideas are recorded The organization may choose to hire an outside facilitator for thispart of the discussion
Have the facilitator review the committeersquos Terms of Reference and Conflict Guidelines Remindeveryone that this is ongoing work
Write a reportFor each policy the committee should write a recommendations report
This report has three columns
Write the committeersquos recommendations in the left-hand column The recommendations may rangefrom fairly simple to quite complex They can be one-time actions or multi-staged changes
The committee should leave the two columns on the right empty ndash these will be filled out by deci-sion-makers in the organization They will review the recommendations and decide what to do withthem
noitadnemmoceR elbisnopsersiohW enilemiT
21
Applying Integrated Anti-oppression To Policies
Assessing the recommendationsAs soon as possible the decision-makers in the organization should review the recommendationsand fill out the right-hand columns of the recommendations report The management or Board ofDirectors must decide Who is responsible They must also set a Timeline
The organization is not required to act immediately on all of the committeersquos recommendationsSome recommendations may not be possible or viable in the immediate future and may need longerterm planning
To decide how to implement the recommendations the decision-makers should considerbull how urgent the issue isbull the workloads of the staff involved in changing the policybull the fiscal timingbull what research the organizations needs andbull how much time the organization needs to prepare
For example a policy change that does not involve employment standards or financial supports couldbe implemented fairly quickly A policy change that involves rewriting translating and adaptingpolicies will takes time so it may not be implemented until well after the organization has finishedtaking care of its year-end reporting responsibilities
Once the Board or management has done this work they should give copies of their completedreport to every member of the committee and to all staff volunteers and community members whoare affected by the policy This helps keep the policy process open and helps people feel that thepolicy process is collaborative among everyone in the organization
Use the ldquoReport of recommendationsrdquo chart on page 31 (Appendix A) to record your decisions
22
Appl
ying
Inte
grat
ed A
nti-o
ppre
ssio
n To
Pol
icie
s
Here is a sample report of recommendations
Report of recommendations
23
noitadnemmoceR elbisnopsersiohW enilemiT
diapwollaottnemetatsycilopegnahCsuoigileraevahtahtsyadilohyrotutats
yllacificepsnoitcennoclarutlucroyadirFdooGyaDgnixoByaDsamtsirhC
otyaDsraeYweNdnayadnoMretsaErosuoigilerhtiwdegnahcxeeb
toneratahtsetadtnatropmiyllarutlucsdradnatstnemyolpmeehtnideifitnedi
tca
ehtfoeettimmoCyciloPsrotceriDfodraoBrotceriDevitucexE
shtnom6nihtiW
neewtebeciffoehtesolctonoDdaetsnIsraeYweNdnasamtsirhC
tahtsyadretaolfsaesohtreffoyehtrevenehwekatnacseeyolpme
esoohc
ehtfoeettimmoCyciloPsrotceriDfodraoBrotceriDevitucexE
shtnom6nihtiWtxenehterofeb(
)erusolc
nitnemyolpmefoslevelehtllayfitnedItcartnocsahcusnoitazinagroeht
sruoh12nahtsselemit-trapsrekrowrofseifilauqhcaerehtehwyfitnedIcte
ffoemitdiap
ehtfoeettimmoCyciloPsrotceriDfodraoB
shtnom3nihtiW
hcussmretniatrecfosnoitinifedddAycilopehtotsyadilohyrotutatssa
oiratnOehtotecnereferekaMtahtnoitalugeRsdradnatStnemyolpmE
ycilopsihtstceffa
ehtfoeettimmoCyciloPsrotceriDfodraoB
shtnom3nihtiW
ycilopehtfoypocdrahatuotnirPseiciloprehtohtiwrednibanitituP
siohwenoyreveerehwrednibehtecalPdnatisseccanacycilopehtybdetceffa
tidaer
rotceriDevitucexEsreganaMmargorP
shtnom3nihtiW
emitynanisyadfoegnahcxeedulcnIswonkenoyrevetahtoserudecorpffo
odottahw
rotceriDevitucexEsreganaMmargorP
shtnom6nihtiW
Appendices
Part 3 Appendices
Appendix A Forms
Appendix B Sample Terms of Reference
Appendix C Sample Conflict Resolution Guidelines
Appendix D Sample Decision Making Chart
Appendix E Framework for policy development and review
Appendix F Glossary of Anti-Oppression Terms
Appendix G Focus Group Findings
Appendix H References
24
Appe
ndic
es
Appendix A Forms
bull Plan for policy reviewbull Work planbull How accessible is this policybull How does this policy affect different peoplebull Policy gaps and what we can dobull Report of recommendations
25
Appendices
Plan for policy review
26
etaD aerA weiverotseicilopfotsiL
1raeY
2raeY
3raeY
Appe
ndic
es
Work plan
otsdeentahWneppah
siohWelbisnopser
sksaT eniLemiT
27
Appendices
How accessible is this policy
seYsdeeN
krownoitnettAfosaerA
aniycilopehtsInoitacoleerf-reirrab
nielbaliavaycilopehtsIstamroftnereffid
tuobatnemmocetivniewoDtamrofeht
ninettirwycilopehtsIrofysaesitahtegaugnal
dnatsrednuotstneilctsom
ylisaeebycilopehtnaCrehtootdetalsnart
segaugnal
tiohwyasycilopehtseoDstceffa
siohwyastiseoDrofelbisnopser
tignitnemelpmi
suoiravtcelferycilopehtseoDseulavdnasfeileblarutluc
ehtnissecorpasierehtfIspetsehteraycilop
otelbatpadadnaelbixelfsecnereffidetadommocca
etivniycilopehtseoDkcabdeefevigotelpoep
tahwtuobastnemmocdnasyasti
28
Appe
ndic
es
How does this policy affect different people
snoitseuQ noitnettAfosaerA
neebycilopehtsahwoHdetnemelpmi
evahsecitcarpdnaserudecorptahWdetluser
ycilopsihtmorfstifenebohW
woH
tifenebtonseodohW
woH
otsreirrabehtyfitnediuoynaCeraepyttahWstcapmielbatiuqe
)ctelaicnanifdetalsigel(yeht
dnasnoitseuqstnemmoctahWsihttuobaevahelpoepodstnialpmocserudecorpdnasecitcarpehtroycilop
detaercsahycilopsihttaht
ecivresffatsehtodtahWrosrebmemytinummocsresu
ycilopsihttuobayassreetnulov
29
Appendices
Policy gaps and what we can do
seYsdeeN
krownoitnettAfosaerA
wohyasycilopehtseoDeblliwelpoeptnereffid
detceffa
lliwelpoeptahttimdatiseoDsyawtnereffidnidetceffaeb
hguoneelbixelfycilopehtsItnereffidehtotdnopserot
elpoeptahtsecneirepxedevilevah
elbixelftonsiycilopehtfIehttahwyastiseod
otodlliwnoitazinagrosihtegnahc
egnahcrofnalpehtseoDsenilemitedulcni
wohyasycilopehtseoDrotupnievignacelpoepehtwohtuobakcabdeef
mehtstceffaycilop
edulcniycilopehtseoDdnasmronlarutlucesrevid
seulav
yehteratahW
30
Appe
ndic
es
Report of recommendations
noitadnemmoceR siohWelbisnopser
enilemiT
31
Appendices
Appendix B Sample Terms of Reference ndash Policy Review Committee
PreambleINSERT YOUR ORGANIZATION NAME is committed to applying an integrated anti-oppression frame-work to all undertakings of the organization To that end the organization will ensure that all poli-cies will be regularly reviewed and updated to reflect an integrated anti-oppression perspective
MandateThe mandate of the Policy Review Committee is to review the policies listed below with the objectiveof providing the organization with feedback and recommendations as to how the policies can betterreflect an integrated anti-oppression analysis The committee may also recommend the deletion oraddition of policies in this process
Type of Committee
The Policy Review Committee is a short term project based committee composed of communitymembers from the service area of YOUR ORGANIZATION NAME and frontline staff managementvolunteers Board and people who have accessed our service
Composition
Members should self-identify in one or more of the following waysbull racialized or aboriginalbull people who have little or no decision making power in the organization including service usersbull members of a marginalized groupbull representative of the demographic of organizationrsquos community
Timeline
The committee will complete the said work in a period of not longer than INSERT DATE HERE (3months from the start date of the review)
Deliverables Recommendations Report
Scope
Committee members shall have access to the policies of the organization mission statement by-laws salary grids collective agreements board meeting minutes complaints received strategicplan and all other relevant documents with the exception of the followingbull personnel filesbull in-camera Board meeting minutesbull client filesbull private legal material
32
Appe
ndic
es
Appendix C Sample Conflict Resolution Guidelines ndash Policy ReviewCommittee
PrinciplesIt is in places of conflict that the potential for change exists Conflicting ideas beliefs and valueswill ensure a rich dialogue and essential learning opportunities for everyone Committee membersare charged with reminding themselves that the committee exists in the service of the organizationwith the ultimate goal of better serving the community Each person on the committee has theresponsibility to deal directly with each other and commit to engaging with each other as allies inthis work
The organization will endeavor to assemble the relevant material that will be useful in meeting theobjectives of the committee prior to the beginning of the project and will ensure that any relevantmaterials will be delivered to the committee as quickly as possible
The decisions and recommendations of the committee do not bind the organization into action TheBoard of Directors andor Executive Director of the organization will review the recommendations ofthe committee and ultimately decide what can be instituted
Budget and Additional Resources
The Policy Review Committee has a budget of $$$$$ The budget will cover the committee costs- member expenses childcare travel long distance calls honorarium- meeting expenses accessible meeting room refreshments conference calls- accessibility expenses ASL interpretation note taking attendant care- supplies photocopying office supplies
Staff resource- maintain minutes and discussion notes for the committee- retrieve documents that the committee requires- assist in organizing meetings and refreshments for meetings
Meetings
Meetings will be held at an accessible meeting space ndash onsite at the organization if possible
The committee is responsible to elect co-chairpersons during the first committee meetingThe responsibilities of the co-chairs in consultation with the whole committee are tobull organize meetingsbull develop the agendabull organize committee communicationbull keep committee members on taskbull organize the completion of the final reportbull maintain communication with the organization including updates requests concerns etc
33
Appendices
34
Remember that resolving conflict does not necessarily mean that a person will change their view-point or opinion A resolution of conflict implies that each party has had the opportunity to sharetheir perspective be heard have opportunity for discussion and then have closure
How we deal with our colleagues when we have a different opinion or viewpoint can either open usup to new learning or shut us down The following are some key points to keep in mind
i Recognize that conflict is a healthy part of communication if all parties understand theirresponsibilities in the process
ii Parties should approach the process with the idea of creating a learning environmentiii Parties should be prepared to listen to each other ndash that is really listen without interrupt-
ing or preparing your argument in your headiv If you are challenging a statement made by another person ndash it is important to state
concisely where you believe the problem lies and if it furthers the learning moment tostate the impact on yourself
v Do not belabor the point or make comments about the otherrsquos motivation for the state-ment (ie They are ignorant bigoted etc)
vi The person who has been challenged should take away the information to think aboutwhere their learning lies ndash the statement back to the challenger should include how youwill approach the information that was shared with you from the other person
vii If you do not agree with the challengerrsquos view ndash further dialogue may be necessaryviii State your own view and where you believe the problem liesix Each person is responsible to think critically about the otherrsquos view with a goal of finding
common ground andor compromise andor the decision to agree to disagree ndash which isallowing space for differing points of view
x It is important that both parties do not disengage from the process by complaining orexpressing dissatisfaction about the other person to other people ndash that kind of behaviorlowers the integrity of the process and the party who engages in it
xi Try to understand each otherrsquos perspective without judging the person or making assump-tions about each other
Co-chairs responsibilitiesbull reminding members of the guidelines of conflict resolutionbull arranging time in the agenda to address conflict in the groupbull mediating conversations between the parties in conflictbull negotiating resolutionbull If the conflict is in regards to making a decision The co-chairs should refer to the decision
making guidelines
The guidelines presented above should not be used in situation of discrimination and abuse Inthose situations the committee should follow the procedures in the organizations anti-discriminationor anti-harassment policies
Appe
ndic
es
35
snoitpO snosaeRstifeneBrof
snosaeRsmelborPtsniagA
puorGnoisiceD
rofsnosaeRnoisiceD
Appendix D Sample Decision Making Chart ndash Policy Review Committee
Appendices
36
App
endi
x E
Fra
mew
ork
for p
olic
y re
view
and
dev
elop
men
t
We
deve
lope
d th
is fr
amew
ork
duri
ng th
e fir
st p
hase
of t
his
proj
ect
Its
purp
ose
is to
hel
p or
gani
zatio
ns u
se a
n in
tegr
ated
ant
i-opp
ress
ion
fram
ewor
k ap
proa
ch w
hen
revi
ewin
g an
d de
velo
ping
pol
icie
s
NOITSE
UQ
EG
NELLAH
CES
NOPSE
R
esoprupeht
sitah
Wrodna
ycilopsiht
foerudecorp
erusneotyrassecen
siycilop
aneh
wwonk
ottluciffid
ebn ac
tIruoy
tahterusne
otdna
seicilopyna
moot
gnitaercton
erauoy
ehtgniyfitnedI
stnemetats
gnitcilfnocgnika
mton
e raseicilop
edivorpsalle
wsa
sllaftipeseht
diovapleh
nacesoprup
otyrassecen
eblliw
serudecorptah
wdna
wohot
sanoi tcerid
esoprupeht
teem
bull bull bull bull
ycilopeht
rofelanoitar
ehtedivorP
tnetniytiuqe
ehtyfitnedi
ylraelCseitilibisnopser
evitalsigelyfitnedI
)s(ycilopetairporppa
ehtot
serudecorpkniL
tifycilop
ehtseo
Dycnega
ehtnihti
wnoissi
metad nam
rodnatne
metatsseulav
fotne
metatssfeileb
dna
woH
dnaetadna
mrieht
eniltuotaht
stnemetats
evahseicnega
ynaM
roFetadna
meht
teemlli
wyeht
wohtuoba
sfeilebrieht
elpmaxe
nasi
nemo
wllatsniaga
ecneloivlladne
otelpmaxe
er usneneht
tsum
wolloftaht
seiciloPtne
metatsnoissi
ma
fotsniaga
ecneloivgnitauteprep
tonsi
noitazinagroeht
tahtnoisserppo
ronoisulcxe
fomrof
ehtni
nemo
w
bull bull bull bull bull
fotne
metatsstnemucod
tnavelerllaweiveR
ctetnemetats
noissimetadna
msfeilebeht
stroppusycilop
ehtfi
enimrete
Detadna
mnoissim
seitiugibma
ehtyfitnedI
seulaveht
htiw
st sartnocycilop
ehtfi
enimrete
Dnoitazinagro
ehtfo
ycilopeht
oteka
mnac
uoysegnahc
ehtyfitnedI
tievorp
miot
tifyc ilop
ehtseo
Deht
htiw
snoitazinagronoitisoplacitilop
wo
H
tahtnoitisop
nasitrapa
naem
tonseod
noitisoplacitilopA
ynamrehtaR
ytraplacitilopralucitrap
astroppus
seussiralucitrap
nosnoitisopdepoleved
evahsnoitazinagro
noitazinagrotsini
mefa
ebya
mnoitazinagro
ruoyelp
maxeroF
dluow
serudecorpdna
seicilopruoy
noitazinagrotsini
mefa
sAytiuqe
yapeikro
wemarf
ytilauqesna
mow
awollof
ctestifenebrevigeracyli
mafdednapxe
bull bull
snoitisoplanoitazinagroeht
ssucsiddna
yfitnedItub
nettirwnu
erataht
seussilaicosgnidrager
esohtfo
emoS
noitazinagroruoy
nihtiw
tsixeyap
msireetnulovsvrobal
diapedulcniya
mcteseussi
htlaehlatnemytiuqe
-tne
metatsfeileb
aot
snoitisopetairporppa
ddAtsixe
tonseod
enofi
enoetaerc
ro
Appe
ndic
es
37
NOITSE
UQ
EG
NELLAH
CES
NOPSE
R
teem
ycilopeht
seoD
sdradnatsmu
minim
noitalsigelrobal
fosthgir
namuh
ycavirpnoitalsigelrednufnoit alsigel
dnastne
meergalautcartnoc
rehtostne
meerga
mehtdeecxe
tiseo
D
lautcartnocdna
evitalsigeltee
mylraelc
dluohsseiciloP
nettirw
si)noitalsigel
ytiuqeneve(
noitalsigeLseitilibisnopser
ehtno
desabsi
tahtkro
wemarf
erutluctnani
moda
morfeht
tcetorpot
keesyehT
spuorgsuonego
mohfo
noitpmussa
elpoepfo
sthgireht
ecnavdatonelpoep
dezilanigram
fosthgir
dnoyebog
dluohsseicilopkro
wemarflanoitcesretni
naylppa
oTsdradnatsla
minim
bull bull bull bull
snoitazinagroeht
dnatsrednudna
weiveR
waleht
rednuseitilibisnopser
seitilibisnopserdnatsrednu
dnastcartnoc
weiveRstcartnoc
fos
mreteht
rednullaf
snoitatcepxemu
minim
ehtereh
wyfitnedI
sseccaot
tnemevorp
midna
tnemecnavda
fot rohs
ytiuqedna
lauqetroppus
nacnoitazinagro
ruoysya
wyfitnedI
ytinutroppo
sihtseod
woH
erudecorpycilopeht
tc apmi
snoitazinagrotegdub
fI
mehttne
melpmi
ottcap
miyrategdub
evahod
seicilopyna
Mot
elbissopmi
emoceblli
wycilop
ehtdezingocer
tonsi
sihttub
ycilopdab
asi
tiesuaceb
ton-
dedracsideb
dnawollof
rofdetnuocca
tonere
wnoitatne
melpmi
fostsoc
ehtesuaceb
bull bull bull bull
htiw
detaicossastsoc
ehtllayfitnedI
ycilopeht
fonoitatne
melpmi
ralugerfo
trapera
stsoceht
erehw
yfitnedIedulcni
dluow
reganam
foyralaSei
-ssenisub
noisivrepusffats
stsoclanoitiddayfitne dI
ylgnidroccategduB
otelbisnopser
sioh
Wsi
ycilopsiht
erusnedna
dootsrednudecrofne
elbisnopsersi
ohw
etatsylraelc
tsum
serudecorpdna
seiciloPhcaEssenevitceffe
gnitaulavedna
gnirotinomtuo
gniyrracrof
detatsylraelc
e bdluohs
elorsnosrep
bull bull
diapnudna
diapfo
selorsuoirav
ehtyfitnedI
noitazinagroeht
fosreb
mem
ehttuo
yrraclliw
ohw
srebme
meht
yfitnedIsreb
mem
ehtetaulave
dnaesivrepusserudecorp
ycilopeht
etaulavedna
weiveretaerc
Appendices
38
NOIT
SE
UQ
EG
NELL
AH
CE
SN
OP
SE
R
eht
sita
hW
rof
msina
hcem
lacitirctnial
pm
ockca
bdeef
tegtaht
stnemucod
gnivileb
dluohsserudecorp
dnaseiciloP
ottnatrop
misi
tieroferehT
sevorpmi
gninraelruo
saretteb
rokcabdeef
edivorpnac
detceffaesoht
wohetats
yl raelcro
elbaeganamnu
evitceffenievorp
yehtneh
wfinialp
mocevisserppo
bull bull bull
seifitnediylraelc
tahtycilop
stnialpmoc
aetaer
Csreb
mem
diapnudna
diaprof
ssecorpeht
srebme
mytinu
mmoc
dnastneilcsresu
ecivrestI
elbisseccas i
ssecorpstnialp
moceht
erusnEyllacisyhp
nacsklof
erehw
decalpeb
dluohselbissecca
tnereffidni
dereffodna
tissecca
nialpraelc
ninettir
web
osladluohs
tIsta
mrofelpoep
ybdessecca
ebnac
titaht
osegaugnal
slevelycaretil
suoir avhti
wycilop
ehtrof
kcabdeefrof
ssecorpeht
yfitnedI
weiver
eb
ycilo
pe
htlli
ww
oH
otdetaci
nu
mm
oce
blli
wo
hw
eso
ht ti
yb
detceffa
ehtyb
detceffeesoht
llaot
tnediveeb
dluohscorpseiciloP
tnatropmi
sinoitacinu
mmoc
fonalp
agnitaer
Cse
moctuobull bull bull bull bull bull
elbisnopsereb
lliw
ohw
elpoepeht
folla
yfitnedIeb
lliw
ohw
esohtdna
noitatnemelp
mirof
noitatnem elp
mieht
ybdetcap
misdnik
tnereffideht
sseccafo
stniopeht
yfitnedIyrassecen
sseccafo
sepytdna
noitatnemelp
mirof
elbisnopseresoht
llaerusnE
seitilibisnopserrieht
tuobaraelc
eraot
ycilopetacinu
mmoc
otnalp
ehtyfitnedI
s rebme
mytinu
mmoc
dnastneilcsresu
ecivresrehto
dnaegaugnal
ycaretilsserdd
Aseussi
ytilibisseccaseussi
eseh tsserdda
otnalp
aetaer
C
Appe
ndic
es
39
NOITSE
UQ
EG
NELLAH
CES
NOPSE
R
weivereht
sitah
Weludehcs
ehtodlli
woh
W
weiver
deweiver
ebdluohs
stnemucod
gnivilsa
serudecorpdna
seiciloPdluohs
ssecorpehT
tnemevorp
mirof
yltnetsisnocdna
ylralugernI
kcabdeefrof
ytinutroppoedivorp
otsa
oseludehcs
aedulcni
dnaseicilop
ehtyb
detceffaesohtlla
morftupni
tegot
redrotahtnesohc
rodetov
ebdluohs
sreweiver
fomaet
aserudecorp
sevitcepsrepfo
esabdaorb
atneserper
bull bull bull
roylraey-
seicilopfo
weiverrof
enile
mita
teSylraey-ib
ebdluohs
tahtspuorg
redlohekatseht
yfitnedIytisrevid
otnoitnetta
htiw
weivereht
nidevlovni
dnassenevitceffe
ehtssessa
otsloot
edivorPycilop
hcaefo
ytiuqe
ycilopsiht
seoD
egnellahclahcrairtap
laicosevisserppo
wo
Hs
mron
gnignellahcflesti
nisi
krowe
marfdetargetni
nagniylppA
neebevah
sufo
ynam
sareve
woHs
mronerutluc
tnanimod
morftrats
dluohse
wsdradnats
naciremA
htroN
ybdenoitidnoc
nide
marfeblli
wserudecorp
dnaseicilop
ruotaht
esimerp
ehtksa
otevah
ew
eroferehTsfeileb
dnaseulav
erutluctnani
modgnidlohpu
tonera
ew
erusnetaht
snoitseuqfo
seiresa
sevle sruonoisserppo
fos
metsysdehcnertne
bull bull bull bull bull bull bull
noisserppodna
yhcrairtapfo
seussieht
yfitnedIycilop
hcaeni
tnerehninihti
wseussi
esehtegnellahc
otwoh
ezigetartSnoitazinagro
ruoygnika
mnoisiced
ehtni
ycnerapsnarteht
weiveRsessecorp
seodtah
Weisevlesruoyrof
snoitseuqetaerC
noitazinagroruo
niekil
koolre
wopycilop
ehtmorf
stifeneboh
wyfitnedI
revore
wopa
dlohpuseicilop
hcihw
enimrete
Dkro
wemarf
emit-lluf
derihsteg
ohWei
-snoitseuq
ksAsi
erehW
denimreted
sihtsi
woH
emit-trap
senimreted
ohW
tegdubeht
nitneps
yenom
seitiroirp
Appendices
40
NOITSE
UQ
EG
NELLAH
CES
NOPSE
R
ehteblli
wtah
Wno
tcapmilaitnereffid
spuorgdezilanigra
m
dnatsrednuot
tnatropmi
sitI
emas
ehtnae
mton
seodlauqEyfitnedi
otspuorg
tnereffidno
seicilopfo
stcapmi
suoiraveht
foytilibissecca
troppusot
wohdna
eilsreirrab
ehtereh
wspuorg
suoiravrof
secivresdna
tnemyolp
me
bull bull bull bull
fos
mitcivera
ohw
elpoepfo
spuorgyfitnedI
noisserppoci
metsysspuorg
suoiravno
stcapmi
ehtyfitnedI
dnaytiuqe
ecnavdataht
stcapmi
hsiugnitsiD
tonod
tahtesoht
sseccaot
sreirrabegnahc
otsya
wezigetartS
ycilopehtlli
wwo
Hnoisserppo
egnellahcnoisserppo
cimetsys
rofseicilop
weiveR bullmsicar
bullaibohpo
mohmsixesoreteh
bullmsielba
bullmsiega
bullmsixes
bullmsirtneconhte
bullmsissalc
bullmsiti
mes-itnabull
msibarA-itnabull
noitanimircsid
suoigilerbull
msilainoloc
bull bull bull
tsrifnretse
wa
sahycilop
ehtfi
enimrete
D
weivdlro
wtuoba
noitpmussa
narof
ycilopeht
ssessAnoitautis
cimonoce-oicos
dnaegaugnalytilibafo
secnereferrof
egaugnaleht
weiveRsnoitp
mussasuoigilernoitazinoloc
Appe
ndic
es
Appendix F Glossary of Anti-Oppression Terms
Ableism Prejudice and discrimination against people living with mental emotional and physicaldisabilities or differences People living with disabilities experience this discrimination segrega-tion and isolation because of peoplersquos prejudices and institutional barriers not because of thedisability or difference itself Deaf Deafened and Hard of hearing people historically have experi-enced systemic ableist oppression as well
Anti-Semitism Discrimination or violence against Jews Judaism and the cultural intellectualand religious heritage of Jewish people The word Semite literally refers to ldquoany of the peoplessupposed to be descended from Shem son of Noah especially the Jews Arabs Assyrians andPhoeniciansrdquo However Anti-Semitism is mostly used to refer to prejudice discrimination andviolence directed at Jews
Class Economic and social groups People in the higher classes make decisions about theeconomy while other people work for wages or are kept out of the economy The things that markdifferences between classes include peoplersquos ability to meet their basic needs their level ofincome wealth and formal education and their connections with people and institutions thathave influence and power In the current economic structure rich people got their wealth bytaking advantage of people at the bottom and middle of the class structure
Classism Any practices and beliefs that judge and value people according to their social class orthe social class that other people assume they belong to Most workplaces use classist languagethat reflects and reinforces the social hierarchy For example they undervalue the work of sup-port staff and decisions do not include the knowledge and opinions of these workers
Colonialism When a foreign power dominates and exploits an indigenous group by taking theirland and resources and using them as cheap labor in order to make money It also means spe-cific era between the 1700s and 1900s when European countries expanded into the Americasand countries of the global South In Europe people justified these practices using racial doc-trines These ideas about hierarchies of race are still widespread Uncovering and challengingthe ideas and ongoing practices of colonialism are important parts of racial equity work
Culture The collective experience beliefs values knowledge economy and ways of life of agroup of people who share past or current experiences Culture changes constantly it is notstatic Every culture is shaped by the land and spaces people inhabit together Individual andgroup culture can also be shaped by language religion racialization gender experiences ofmigration and immigration social class political affiliation family influences age sexual orien-tation geographic origin ethnicity experiences of discrimination or lack of discrimination andexperiences fighting oppression
Disenfranchised Not having full rights as a citizen or not being able to fully participate as amember of the community
41
Appendices
Dominant Culture The beliefs values and judgments of groups with social power The dominantculture is created and maintained by people in the dominant social group People who do notbelong to the dominant group often believe that these values beliefs and judgments are trueinstead of seeing how they reflect the interests of people in power
Dominant group People whose social identity gives them power and privilege In most parts ofCanada dominant identities are White male English-speaking heterosexual able-bodied Chris-tian affluent and middle class thirty to sixty-five years of age university educated from centralCanada Many people have one or more dominant identities
Equity Peoplersquos rights as individuals or members of a group to an equitable share of theresources and influence in society Equity work analyses and challenges unfair systems andpractices and works towards creating outcomes and access that benefit people equally
Exploitation Taking unfair advantage of a person or a group for onersquos own gain or advantageExploitation can be systematic or individual
First Nations A term that reflects the process some Aboriginal peoples in Canada have used toname themselves The word ldquofirstrdquo recognizes the fact that Aboriginal peoples are the originalinhabitants of what is now called Canada The word ldquonationrdquo stresses the fact that Aboriginalpeoples are political collectives who had their own forms of government before Europeans beganto settle here Many First Nations peoples are fighting to re-establish that sovereigntybull The term also refers to a group of Aboriginal people who were previously called a ldquoBandrdquo by
the Department of Indian Affairsbull ldquoFirst Nationrdquo can also mean a group or several groups of Aboriginal people who have the
same ethno-cultural background
Gender identity Features that are tied to how an individual thinks of themselves as a man or awoman A personrsquos gender identity may not be the same as their biological sex
Gender roles The culturally specific behaviors and appearances constructed by a culture todefine what is expected of women and men The expectations of femininity and masculinity areimposed on individuals according to their biological sex
Harassment Persistent ongoing behavior conveying negative attitudes towards an individual orgroup to make them feel intimidated and humiliated Harassment is an exercise of power Itincludes any action that a person knows or should know is not welcome Harassment includesname-calling jokes slurs graffiti insults threats rudeness and crude gestures verbal or physi-cal abuse Human Rights Codes in most provinces prohibit harassment based on race religionsex ethnicity and the other prohibited grounds for discrimination
Heterosexism All practices that convey the message that heterosexuals are better than otherpeople including the assumption that everyone is or must be heterosexual It operates like otherforms of prejudice and discrimination giving privilege and rights to members of the dominantgroupndashheterosexualsndashand not to gay or lesbian people
42
Appe
ndic
es
Hierarchy A system that gives individuals or groups different positions and power People andgroups with a higher rank have more power resources and value than individuals or groups witha lower rank For example in a patriarchy men are given more value than women
Immigrants People who have arrived and settled in Canada in their lifetime Sometimes peopleuse the word incorrectly to refer to Canadian-born racialized people because they assume thatall racialized people were born elsewhere
Inclusive Making sure that all members of the community are represented or involved in allaspects of the community
Integrated Combining information and values from a variety of people and sources in order toget a fuller result that is more inclusive
Islamaphobia The systemic ways and individual practices of racism that target Arab people andhave particular impact on them Some examples include negative stereotyping of Muslim peopledepicting Islam as essentially violent and fundamentalist assuming that all Arabs are Muslimand all Muslims are Arabs
Landed immigrant Persons with legal status who are permanent residents of Canada ratherthan visitors refugee claimants temporary workers or citizens
Marginalization A process that keeps groups or individual from having access to all or part ofthe resources and activities of the community
Oppression When one social group takes advantage of another social group either knowinglyor unconsciously Oppression gives the dominant group privilege and marginalizes anddisenfranchises the subordinated group The dominant social group can use force or social insti-tutions and resources to achieve oppression After a time individual members of the dominantgroup do not need to do anything and unequal treatment becomes so much a part of the socialinstitutions and structures that it seems normal
People of colour Any person who is not White or Aboriginal This term was first adopted in theUnited States by racialized people who were trying to name themselves with a positive identityrather than as ldquonon-whitesrdquo ldquocolouredrdquo ldquoethnicsrdquo or ldquovisible minoritiesrdquo
Privilege Unearned power that gives members of the dominant group economic social andpolitical advantages Privilege also means rights that everyone should have but that are deniedto some people
Racism Any aspect of Canadian society that openly or subtly makes White people and Whitenessnormal and valuable while making racialized communities invisible or devaluing stereotypingand labeling people of colour as ldquoothersrdquo who are different or inferior
43
Appendices
Individual racism The beliefs attitudes and actions of individuals that support or maintainracism Individual racism can be conscious or unconscious It can be active or passive
Institutional racism The network of structures policies and practices in systems and institutionsthat give White people advantages and that discriminate oppress and disadvantage racializedpeople
RacializationRacialized Racial identities are not fixed categories They are shaped by historynationality gender class and identity politics Racial designations often differ from country tocountry The term racialization or racialized makes explicit the ways in which we are socialized todifferentiate groups of people on the basis of superficial physical characteristics where White isthe norm It emphasizes the active process of categorizing people while at the same time reject-ing ldquoracerdquo as a scientific category
Refugee Persons who have to flee their country because they have a ldquowell-foundedrdquo fear ofpersecution based on race religion nationality political opinion or membership in a particularsocial group
Religious discrimination Any institutional or individual practices that exclude and discriminateagainst a person because of their religion In Canada many workplaces do not provide equitablyfor all religions Recently the Supreme Court has ruled that employers must accommodate em-ployees whose religious observances are not recognized in the Christian-based statutory holidayssuch as Easter and Christmas Religious discrimination is often linked to other forms of discrimi-nation For example Irish Catholics were often marked by their class ethnic origins and lan-guage as well as their Catholicism Racialized Muslims often experience racism mixed withreligious discrimination
Sexism Systemic and individual practices that give men privilege make women subordinate andthat shame values identified with women
Social Location or Social Identity A personrsquos membership in a socially constructed groupThese groups are often identified according to superficial characteristics such as skin colourcountry of origin religious beliefs body form etc
Structural This approach to equity work believes that the thoughts and behaviors of the indi-vidual are created and guided by various social structures such as capitalism andor neo-liberal-ism and are therefore limited The focus for change is raising awareness of the limits and chal-lenging the structures
Systemic racism The conscious or unconscious policies procedures and practices that excludemarginalize and exploit racialized people Systemic racism is supported by institutional powerand by powerful ideas often unexamined ones which make racism look normal and justified Forexample institutions that do not have effective complaints procedures or performance appraisaland promotion processes that use equity competencies make it possible for individuals to beracist
44
Appe
ndic
es
45
Transgender person A person who is not comfortable with or who rejects some or all of thegender identity given to their biological sex This is an umbrella terms used to describe trans-sexuals transvestites or cross-dressers and intersex people
Transsexual Someone who has a very strong feeling that they are living in the wrong sex A maletranssexual needs to live as a woman and a female transsexual needs to live as a man Somebut not all transsexuals have surgery to reassign their sex Some have procedures to partiallyreassign their sex and some use hormone therapy A transsexual can be heterosexual homo-sexual or bisexualWhite Refers to people belonging to the dominant racial group enjoy skin privilege in NorthAmerica Australia New Zealand and anywhere European colonialism has created racial inequityThe term ldquoWhiterdquo is capitalized for different reasons than other racial designations ndash Aboriginaland Black The latter identities are claimed with pride in opposition to the names imposed bydominant White society One of the ways that racism operates is to leave the racial identity ofWhite people unidentified ldquoWhiterdquo is capitalized to interrupt the privilege of having Whitenessgo unnamed
White Supremacy A system based on assumption of the ldquorightness of Whitenessrdquo in whichpolitical economic and social systems result in White people having more privilege and powerthan racialized people
many of the terms in the glossary were adapted with permission from Dancing on Live Embers ChallengingRacism in Organization by Tina Lopes and Barb Thomas Toronto Between the Lines 2006
Appendices
Appendix G Focus Group Findings
The following points are the relevant themes that emerged from the focus groups The groups wereasked to answer the following questions
1 How well has your organization and the various sectors practiced an integrated approach to anti- oppression
bull overall feeling that most are doing pretty good workbull some feel frustrated that the policies etc are not fully put into practice by all staff at an
agencybull feeling that the work is silorsquod and separated ndash working on one oppression at a timebull that the work is framed from a white middle class perspectivebull the work is not happening fast or often enough ndash ie deaf woman services gaps and barriers
2 What are the effective practices in the various areas ie policies programming outreach training org development
bull be committed inventive constantly evolve vigilantbull open to change pushing for changebull inclusion at all levels of an organization working together on committees and groupsbull engage diversity responsive to different needs
3 Where are the challengesbull funding shortages piecemeal and targeted on specific groups onlybull lack of accountability lack of clear policies and proceduresbull lack of inclusivity and diversitybull lack of time to be together communicate etcworkloads of service providersbull silorsquod workbull systemic exclusion internal and societal institutions
4 Visions and suggestions for changebull core guidelines with key values ndash written down and put into practicebull accountability in staff and managementbull commitment from all levelsbull everyone open to challengebull look at themes not populationsbull community drivenbull training and toolsbull fully funded and supported by structures
5 Who would take up the facilitation of changebull not one personbull coalitionsbull community groupsbull all levels of organization including service users
46
Appe
ndic
es
Recommendation(s)
a Conduct a review of existing policies procedures and practices that organizations feel repre-sent their best efforts of an integrative anti-oppressive framework
b Working groups should be created to develop the most effective integrative policies andprograms The groups should include diverse members from different social locations com-munities and be representative of all levels of the organization including service users
c Organizations must support this work by allocating time personnel and resourcesd Organizations must demonstrate commitment to the work by reviewing all policies proce-
dures and programs through the lense of an integrative anti-oppressive frameworke A tool kit should include templates of policies and procedures to simplify the writing of work
done by the committeesworking groupf This work is not static and must be revisited regularly in order to incorporate new informa-
tiong Organizations should offer regular training and workshops on how to put an integrative anti-
oppression framework into practiceh Organizations must hold staff and volunteers accountable to adhering to agency practice by
offering training and supervision including key values in mandate and mission statementsand integrative anti-oppressive practices in personnel and volunteer policies
Focus group participants
The following organizations participated in focus groups in 2005-06 for the Integrative Anti-Oppression Project
Woman Abuse CouncilFCJ Refugee Centre519 Community CentreNelliersquosSpringtidersquos Women with Disabilities ProgramToronto Rape Crisis CentreMulticultural Women Against RapeCentral Neighbourhood HouseAccess Alliance Multicultural Community Health CentreA Commitment to Training and Employment for Women (ACTEW)Arab Community Centre of TorontoAssaulted Womenrsquos HelplineBarbara Schlifer Counselling ClinicBlack Creek Community Health CentreCentral Family IntakeErnestine Womenrsquos ShelterFamily Services AssociationFlemingdon Neighborhood ServicesKorean Canadian Womenrsquos Association
47
Appendices
Macaulay Child Development CentreSt Christopherrsquos HouseSt Joseph Womenrsquos Health CentreSt Michael HospitalStonegate Community Health CentreUrban Alliance on Race RelationsWomenrsquos Counselling Referral and Education CentreYorktown ShelterYWCA
48
Appendix H References
Dancing on Live Embers Challenging Racism in Organizations Tina Lopes and Barb Thomas Be-tween the Lines Toronto 2006
Campbell C (2003) Anti-oppressive social work Promoting equity and Social Justice Editor DrCarolyn Campbell Halifax Nova Scotia Dalhousie UniversityRetrieved Jan 22 2008httpaoswsocialworkdalcawhatisaoswhtml
Roundtable on Anti-Oppression Politics in Anti-Capitalist Movements Edited by Sharmeen Khan ndashparticipants in the roundtable Kirat Kaur Junie Deacutesil Gary KinsmanRetrieved Jan 22 2008httpuppingtheantiorgnode1380
Williams C (2003) ldquoSeeking Cultural Competence What Is It How Do You Develop It and How DoYou Know When Yoursquove Got Itrdquo In WShera (Ed) Emerging Perspectives on Anti-Oppressive Practice(pp 265 - 278) Toronto Canadian Scholarsrsquo Press Inc
- Front Page1-1
- ManualModEN2
- ManualModEN3
- ManualModENCon
-
Applying Integrated Anti-oppression To Policies
Step 3 Set up a Policy Review Committee
Often people think that committees are a cumbersome and time-consuming way to work Howeverworking with a diverse group is the best way to build integrated anti-oppression into the organiza-tionrsquos policies
You will need to decide the size of your policy review committee It should be large enough to includea variety of perspectives but not so large that it will be difficult to complete its work in the time setfor the process Remember to think about how many people the budget can accommodate and whoshould be represented
Committee members will have access to sensitive and confidential material For this reason theymust agree to confidentiality and sign a letter that outlines this agreement
Inviting members to joinInvite or recruit members from the community and from within the organization You should
bull use accessible language and formats in your invitationbull invite people to join well before the committee starts its work andbull give people clear information about what you expect from the committee what their
responsibilities will be and how much time the committees work will take
Who should be on the committeeMake sure that the committee reflects diverse identities and has representation from people whodo not traditionally have decision making power
bull the majority of the committee should identify as racialized or aboriginalbull the majority of the committee should be people who have no or little decision-making
power in the organizationbull all committee members should identify part of their social location as a member of a
marginalized group andbull as a whole the committee should represent the demographic of people who use the
organizationrsquos service
Make sure that your committee includes representation from people who will be impacted by thepolicy such as
bull community members including service usersbull Volunteersbull Frontline staffbull Managementbull Board
People who sit on behalf of the Board of Directors and management must be able to make decisionsand speak on behalf of the decision-makers they represent Make sure they are clear about whatprocess they should use to check in and communicate with the board or management
Supporting the committeeThe organization must fully fund the participation of all committee members This includes moneyfor transportation child care interpretation accessible space and attendant care An honorariumshould be given to committee members who are community members
12
Appl
ying
Inte
grat
ed A
nti-o
ppre
ssio
n To
Pol
icie
s
Ideally the organization shouldbull Provide financial support to everyone without stigmatizing those members who are
poor or who identify as marginalized socio-economically In addition the organizationmust work with members who receive social assistance to make sure that they arenot penalized for any financial support they get for doing this work Perhaps one ofthe first policies the committee could review is the Honorarium policy or the policiesabout Committee Membership
bull Supply a resource person to the committee Their role is toi keep notes of the meetingsii make notes about recommendations for how policies should be revisediii research legislative benchmarks human rights provisions employment
standards and any other matters as needediv create information packages for committee members that include relevant
internal documents such as complaints salary and benefit grids and collec-tive agreements
v report back to the organization on the committeersquos progress or on issues thatneed broader discussion
If this person is a staff person with other responsibilities they should be given timeto work on this process Committee work should not be added on to their otherduties and squeezed in when possible Allocating staff time for this work is one wayto make sure it has priority within the organization
bull Develop terms of reference for the committee It should include a statement of thecommitteersquos mandate The terms of reference should include details of the scopeand boundaries of the work the timelines and the responsibilities of the committeeas a whole and of the facilitators (See Appendix B for sample terms of reference)
bull Ensure all committee members have a copy of the organizationrsquos anti-discriminationandor anti-harassment policy In addition consider developing some guidelines forconflict resolution (see Appendix C for a sample of conflict resolution guidelines )
bull Develop an agenda for the meetings For the first meeting the agenda should in-clude
i choosing a facilitator and co-facilitatorii reviewing the terms of referenceiii introduction to the process and each otheriv schedule of meetingsv introduction to the package of materialsvi expectations and role of the committeevii discussion about the power differences between committee members and how the committee should be mindful of this while making decisionsviii guidelines for decision making (see Appendix D for a sample of a decision making chart)
Ask the committee members to provide feedback on their experiences working on this projectafter they go through the whole policy review process This will support the organization toidentify and alleviate barriers and improve the process for the next round
13
Applying Integrated Anti-oppression To Policies
Step 4 Review the organizationrsquos policies
Once the committee is ready to begin work it should review each policy We have developed ques-tionnaires to help facilitate discussion of the three vital questions at this stage of the processnamely
bull how accessible is the policybull how are different people affected by the policybull how can the policies be changed to truly include everyone
Blank copies of these questionnaires are included in Appendix A
To help you understand how to use these tools we have included questionnaires that have beencompleted in response to the following policy provided by Springtide Resources Please note thatthis is an old version of one of our policies Springtide Resources has recently used the integratedanti-oppression framework to update all of its policies
Sample policy ndash PAID HOLIDAYS(from Education Wife Assault (EWA)ndash the name for Springtide Resources before 2006)
EWA staff will be paid for ten statutory holidaysNew Yearrsquos Day Canada day Thanksgiving Day BoxingDay Good Friday Christmas Day Labor Day Victoria DayEaster Monday Civic Holiday
A religious holiday of the employeersquos choice may be substituted forEaster Monday
Permanent part-time staff who work 21 hours a week are entitled to allstatutory holidays
Building Closure
When the EWA offices are closed between Christmas and New Yearrsquosemployees will be paid for these days
14
Appl
ying
Inte
grat
ed A
nti-o
ppre
ssio
n To
Pol
icie
s
How accessible are your policiesThe questions in this section are designed to help you think about whether the policy documents areaccessible ldquoAccessiblerdquo includes where the policy is physically located its format and how mean-ingful the policy is The best policies will be representative and make sense to a variety of users
To make policies accessible you should aim toKeep the policies in a place where anyone who wants to read them can access themwithout barriersMake sure that the policies can be and are translated into different and appropriatelanguage and cultural interpretations as well as physical formatsUse language that is clear and direct rather than full of jargonUse wording that makes the policy intentions easy to understandHave a clear statement about who the policy applies to and who is responsible forputting it into practiceBeing flexible in the policy to allow for different cultural beliefs and values unlessthere are legal reasons to limit your flexibility
Questions for discussionTo check your policies for accessibility use these questions in your discussion
1 Is the policy in a barrier-free location
2 Is the policy available in different formats Do we invite comment about the format
3 Is the policy written in language that is easy for most clients and all staff to understand Lookfor jargon that only makes sense to workers in your organization but is not recognized by others
4 Can the policy be easily translated to other languages
5 Does the policy say who it affects Does it say who is responsible for implementing it
6 Does the policy reflect various cultural beliefs and values This question can lead to a toughdiscussion about cultural beliefs and values that may undermine social equity There are nofast and easy answers but again the policies should be living documents that change and adaptto our new information and knowledge about difference
7 If there is a process in the policy are the steps flexible and adaptable to accommodate differ-ences
8 Does the policy invite people to give feedback and comments about what it says
Record your decisions on the form ldquoHow accessible is this policyrdquo This form is on page 28 (AppendixA)
15
Applying Integrated Anti-oppression To Policies
Here is how we used our questionnaire to assess our policy about Paid Holidays
How accessible is this policy
16
seYsdeeN
krownoitnettAfosaerA
aniycilopehtsInoitacoleerf-reirrab
X ehtnoyllacinortceleelbaliavaylnOrevres
seicilopehtsseccanacffatsylnO
tnereffidnielbaliavaycilopehtsIstamrof
ehttuobatnemmocetivniewoDtamrof
X
X
ffodetnirpnehw-tnirpnielbaliavaylnOrevreseht
enoynamorfkcabdeefdeticilostnevaH
egaugnalninettirwycilopehtsIdnatsrednuotysaesitaht
X yrotutatSeinograjemossesUdetlitssiegaugnaL
nepogninaemehtsevaelegaugnalemoSnoitaterpretniot
ylisaeebycilopehtnaCsegaugnalrehtootdetalsnart
X
tiohwyasycilopehtseoDstceffa
rofelbisnopsersiohwyastiseoDtignitnemelpmi
X seeyolpmednaffatsemit-trapseifitnedIrofelbisnopsersiohwyfitneditonseoD
noitatnemelpmieraffatsrehtowohyfitneditonseoD
detceffa
suoiravtcelferycilopehtseoDseulavdnasfeileblarutluc
X emitdiaptegelpoepdnadesolcsieciffOsyadilohnaitsirhCrofffo
rosnoitarbeleclarutlucsyadilohrehtOdenoitnemtoneraslautir
ycilopehtnissecorpasierehtfIdnaelbixelfspetsehtera
etadommoccaotelbatpadasecnereffid
X dewollasinoitutitsbusenO
otelpoepetivniycilopehtseoDstnemmocdnakcabdeefevig
syastitahwtuoba
X gniydemeryfitneditonseodycilopehTspets
wohyfitnedirokcabdeefticilostonseoDsmelborpehtsserddaot
Appl
ying
Inte
grat
ed A
nti-o
ppre
ssio
n To
Pol
icie
s
How do our policies affect different peopleThe questions in this section are designed to facilitate discussion about the impacts of policies ondiverse lived experiences Some questions can be answered with yes or no responses and othersrequire more information The term ldquoimpactrdquo in this context is used in a broad sense to refer to bothbenefits and restrictions
To consider how people are affected you should aim for a policy thataffects people equitablyincorporates values that are of similar importance for people with different livedexperiencessays what it does not do and outlines steps to changewas created with input from the range of people who are affected by it
Questions for discussionTo check how your policies affect different people use these questions in your discussion
1 How has the policy been implemented What procedures and practices have resulted
2 Who benefits from this policy How
3 Who does not benefit How
4 What are the barriers to equitable impacts What are the kinds of barriers (legislated finan-cial etc)
Record your decisions on the form ldquoHow does this policy affect different peoplerdquo This form is onpage 29 (Appendix A)
17
Applying Integrated Anti-oppression To Policies
Here is how we used this questionnaire to assess our policy about Paid Holidays
How does this policy affect different people
noitseuQ noitnettAfosaerA
detnemelpmineebycilopehtsahwoHevahsecitcarpdnaserudecorptahW
detluser
ecitcarP rosivrepusriehttelyllabrevffatSasekamdnasyadilohgnihctiwserayehtwonk
teehsemitrehnoetonecitcarP diaprofelbigiletoneraohwffats
krowtsumsyadtatsnokrowotesoohcohwroemitemohmorf
enoyreveerusneotroycnetsisnocrofserudecorpoNycilopehtwollofotwohswonk
ycilopsihtmorfstifenebohW
woH
syadilohnaitsirhCetarbelecohwffatS
tegyehTohwsrehtohtiwyojneotffoemitdiap-
syadilohlarutlucrosuoigilerralimisetarbelecemocnitsolon-
tifenebtonseodohW
woH
yehtesuacebetarbelectonodohwffatSdesolcerasrehtoynamnehwkrowodotyrt-secifforehtoynamnehwffoemitekattsum-
nepoeraffoemittegotelggurtstsum-
yehtesuacebelbigiletoneraohwffatSdnaemocnignisolneewtebesoohctsum-
)etarbelecyehtfi(yadilohnokrowotgnivah
otsreirrabehtyfitnediuoynaCyehteraepyttahWstcapmielbatiuqe
)ctelaicnanifdetalsigel(
ffoemitdiapdetalsigeL
llaevigotdroffatonnac-stniartserlaicnaniFffoemitdiapffats
tnemucodotecalpniserudecorpevahotevaHsesoprupytilibailrofstnemegnarraevitanretla
dnasnoitseuqstnemmoctahWycilopsihttuobaevahelpoepodstnialpmoc
serudecorpdnasecitcarpehtrodetaercsahycilopsihttaht
ytinummocsresuecivresffatsehtodtahWsihttuobayassreetnulovrosrebmem
ycilop
ynaedivorpdluohsnoitazinagroehTdnalamroftuobaevahyehtnoitamrofni
ehtotycilopsihttuobastnialpmoclamrofniweiverrofeettimmoCyciloP
18
Appl
ying
Inte
grat
ed A
nti-o
ppre
ssio
n To
Pol
icie
s
What are the gaps in policy and what can we do to make changesThe questions in this section are exploratory to help begin discussions to identify gaps and generateideas for change Use a flipchart with the questions as headers This will allow everyone to contrib-ute and build on the information and ideas
Questions for discussion
1 Does the policy recognize and identify how different people will be affected
2 Is the policy flexible enough to respond to the different lived experience that people have
3 If the policy is not flexible does it say what the organization will do to change this Does theplan for change include timelines
4 Does the policy say how people can give input or feedback about how the policy affectsthem What comments questions and complaints do people have about this policy or thepractices and procedures that this policy has created
5 Does the policy include diverse cultural norms and values What are they
Record your decisions on the form ldquoPolicy gaps and what we can dordquo This form is on page 30 (Ap-pendix A)
19
Applying Integrated Anti-oppression To Policies
Here is how we used this questionnaire to assess our policy about Paid Holidays
Policy gaps and what we can do
20
seYsdeeN
krownoitnettAfoaerA
tnereffidwohyasycilopehtseoDdetceffaeblliwelpoep
X ybstcapmilaitnereffidseifitneditIdnaffatsemittrapgnigdelwonkca
-retsaEetarbelectonodohwesohtsrehtoon
othguoneelbixelfycilopehtsIdeviltnereffidehtotdnopser
evahelpoeptahtsecneirepxe
X ehtotsseccaffatsemittrapsreffOylno-ffoemityadilohnaitsirhCdiap
)sruoh12revo(ffatsemittrapniatrecdeifitnedisrehtoon-
tiseodelbixelftonsiycilopehtfIodlliwnoitazinagroehttahwyas
sihtegnahcot
edulcniegnahcrofnalpehtseoDsenilemit
X
X
oN
oN
elpoepwohyasycilopehtseoDtuobakcabdeefrotupnievignac
mehtstceffaycilopehtwoh
X deticilostonsinoitamrofnioN
esrevidedulcniycilopehtseoDseulavdnasmronlarutluc
yehteratahW
X ssalcfonoitingoceremossierehTotsrekrowemittraprof-seussi
emostifenebyadilohsuoigilerenosierehT
emos-dewollanoitutitsbusecnereffidfonoitingocer
Appl
ying
Inte
grat
ed A
nti-o
ppre
ssio
n To
Pol
icie
s
Step 5 Make recommendations
Once the committee has assessed the policies it must create a report that outlines its recommenda-tions The report should summarize how each policy could be improved To come up with recommen-dations for improving each policy the committee can review comments from the questionnaires
The main question in this step of the process is What would improve this policy so that it inte-grates anti-oppressive practice Use flipchart paper to record ideas This allows committee mem-bers to share information and build upon each otherrsquos ideas
Facilitate the discussionThere will be different perspectives and ideas about what changes will benefit people and how toaccomplish these changes Because of this there is potential for conflict Here are some hints tohelp make sure that this discussion will lead to recommendations that can help your organization
Ask the committee to choose a facilitator for the discussion Their role isto support everyone in being heardto solicit all ideas and perspectivesto make sure that opposing viewpoints or challenges are given and received in afriendly and open mannerto help the committee build consensus andto finalize recommendations
The facilitator should not offer ideas to the discussion Their role is to help make sure all of thecommitteersquos ideas are recorded The organization may choose to hire an outside facilitator for thispart of the discussion
Have the facilitator review the committeersquos Terms of Reference and Conflict Guidelines Remindeveryone that this is ongoing work
Write a reportFor each policy the committee should write a recommendations report
This report has three columns
Write the committeersquos recommendations in the left-hand column The recommendations may rangefrom fairly simple to quite complex They can be one-time actions or multi-staged changes
The committee should leave the two columns on the right empty ndash these will be filled out by deci-sion-makers in the organization They will review the recommendations and decide what to do withthem
noitadnemmoceR elbisnopsersiohW enilemiT
21
Applying Integrated Anti-oppression To Policies
Assessing the recommendationsAs soon as possible the decision-makers in the organization should review the recommendationsand fill out the right-hand columns of the recommendations report The management or Board ofDirectors must decide Who is responsible They must also set a Timeline
The organization is not required to act immediately on all of the committeersquos recommendationsSome recommendations may not be possible or viable in the immediate future and may need longerterm planning
To decide how to implement the recommendations the decision-makers should considerbull how urgent the issue isbull the workloads of the staff involved in changing the policybull the fiscal timingbull what research the organizations needs andbull how much time the organization needs to prepare
For example a policy change that does not involve employment standards or financial supports couldbe implemented fairly quickly A policy change that involves rewriting translating and adaptingpolicies will takes time so it may not be implemented until well after the organization has finishedtaking care of its year-end reporting responsibilities
Once the Board or management has done this work they should give copies of their completedreport to every member of the committee and to all staff volunteers and community members whoare affected by the policy This helps keep the policy process open and helps people feel that thepolicy process is collaborative among everyone in the organization
Use the ldquoReport of recommendationsrdquo chart on page 31 (Appendix A) to record your decisions
22
Appl
ying
Inte
grat
ed A
nti-o
ppre
ssio
n To
Pol
icie
s
Here is a sample report of recommendations
Report of recommendations
23
noitadnemmoceR elbisnopsersiohW enilemiT
diapwollaottnemetatsycilopegnahCsuoigileraevahtahtsyadilohyrotutats
yllacificepsnoitcennoclarutlucroyadirFdooGyaDgnixoByaDsamtsirhC
otyaDsraeYweNdnayadnoMretsaErosuoigilerhtiwdegnahcxeeb
toneratahtsetadtnatropmiyllarutlucsdradnatstnemyolpmeehtnideifitnedi
tca
ehtfoeettimmoCyciloPsrotceriDfodraoBrotceriDevitucexE
shtnom6nihtiW
neewtebeciffoehtesolctonoDdaetsnIsraeYweNdnasamtsirhC
tahtsyadretaolfsaesohtreffoyehtrevenehwekatnacseeyolpme
esoohc
ehtfoeettimmoCyciloPsrotceriDfodraoBrotceriDevitucexE
shtnom6nihtiWtxenehterofeb(
)erusolc
nitnemyolpmefoslevelehtllayfitnedItcartnocsahcusnoitazinagroeht
sruoh12nahtsselemit-trapsrekrowrofseifilauqhcaerehtehwyfitnedIcte
ffoemitdiap
ehtfoeettimmoCyciloPsrotceriDfodraoB
shtnom3nihtiW
hcussmretniatrecfosnoitinifedddAycilopehtotsyadilohyrotutatssa
oiratnOehtotecnereferekaMtahtnoitalugeRsdradnatStnemyolpmE
ycilopsihtstceffa
ehtfoeettimmoCyciloPsrotceriDfodraoB
shtnom3nihtiW
ycilopehtfoypocdrahatuotnirPseiciloprehtohtiwrednibanitituP
siohwenoyreveerehwrednibehtecalPdnatisseccanacycilopehtybdetceffa
tidaer
rotceriDevitucexEsreganaMmargorP
shtnom3nihtiW
emitynanisyadfoegnahcxeedulcnIswonkenoyrevetahtoserudecorpffo
odottahw
rotceriDevitucexEsreganaMmargorP
shtnom6nihtiW
Appendices
Part 3 Appendices
Appendix A Forms
Appendix B Sample Terms of Reference
Appendix C Sample Conflict Resolution Guidelines
Appendix D Sample Decision Making Chart
Appendix E Framework for policy development and review
Appendix F Glossary of Anti-Oppression Terms
Appendix G Focus Group Findings
Appendix H References
24
Appe
ndic
es
Appendix A Forms
bull Plan for policy reviewbull Work planbull How accessible is this policybull How does this policy affect different peoplebull Policy gaps and what we can dobull Report of recommendations
25
Appendices
Plan for policy review
26
etaD aerA weiverotseicilopfotsiL
1raeY
2raeY
3raeY
Appe
ndic
es
Work plan
otsdeentahWneppah
siohWelbisnopser
sksaT eniLemiT
27
Appendices
How accessible is this policy
seYsdeeN
krownoitnettAfosaerA
aniycilopehtsInoitacoleerf-reirrab
nielbaliavaycilopehtsIstamroftnereffid
tuobatnemmocetivniewoDtamrofeht
ninettirwycilopehtsIrofysaesitahtegaugnal
dnatsrednuotstneilctsom
ylisaeebycilopehtnaCrehtootdetalsnart
segaugnal
tiohwyasycilopehtseoDstceffa
siohwyastiseoDrofelbisnopser
tignitnemelpmi
suoiravtcelferycilopehtseoDseulavdnasfeileblarutluc
ehtnissecorpasierehtfIspetsehteraycilop
otelbatpadadnaelbixelfsecnereffidetadommocca
etivniycilopehtseoDkcabdeefevigotelpoep
tahwtuobastnemmocdnasyasti
28
Appe
ndic
es
How does this policy affect different people
snoitseuQ noitnettAfosaerA
neebycilopehtsahwoHdetnemelpmi
evahsecitcarpdnaserudecorptahWdetluser
ycilopsihtmorfstifenebohW
woH
tifenebtonseodohW
woH
otsreirrabehtyfitnediuoynaCeraepyttahWstcapmielbatiuqe
)ctelaicnanifdetalsigel(yeht
dnasnoitseuqstnemmoctahWsihttuobaevahelpoepodstnialpmocserudecorpdnasecitcarpehtroycilop
detaercsahycilopsihttaht
ecivresffatsehtodtahWrosrebmemytinummocsresu
ycilopsihttuobayassreetnulov
29
Appendices
Policy gaps and what we can do
seYsdeeN
krownoitnettAfosaerA
wohyasycilopehtseoDeblliwelpoeptnereffid
detceffa
lliwelpoeptahttimdatiseoDsyawtnereffidnidetceffaeb
hguoneelbixelfycilopehtsItnereffidehtotdnopserot
elpoeptahtsecneirepxedevilevah
elbixelftonsiycilopehtfIehttahwyastiseod
otodlliwnoitazinagrosihtegnahc
egnahcrofnalpehtseoDsenilemitedulcni
wohyasycilopehtseoDrotupnievignacelpoepehtwohtuobakcabdeef
mehtstceffaycilop
edulcniycilopehtseoDdnasmronlarutlucesrevid
seulav
yehteratahW
30
Appe
ndic
es
Report of recommendations
noitadnemmoceR siohWelbisnopser
enilemiT
31
Appendices
Appendix B Sample Terms of Reference ndash Policy Review Committee
PreambleINSERT YOUR ORGANIZATION NAME is committed to applying an integrated anti-oppression frame-work to all undertakings of the organization To that end the organization will ensure that all poli-cies will be regularly reviewed and updated to reflect an integrated anti-oppression perspective
MandateThe mandate of the Policy Review Committee is to review the policies listed below with the objectiveof providing the organization with feedback and recommendations as to how the policies can betterreflect an integrated anti-oppression analysis The committee may also recommend the deletion oraddition of policies in this process
Type of Committee
The Policy Review Committee is a short term project based committee composed of communitymembers from the service area of YOUR ORGANIZATION NAME and frontline staff managementvolunteers Board and people who have accessed our service
Composition
Members should self-identify in one or more of the following waysbull racialized or aboriginalbull people who have little or no decision making power in the organization including service usersbull members of a marginalized groupbull representative of the demographic of organizationrsquos community
Timeline
The committee will complete the said work in a period of not longer than INSERT DATE HERE (3months from the start date of the review)
Deliverables Recommendations Report
Scope
Committee members shall have access to the policies of the organization mission statement by-laws salary grids collective agreements board meeting minutes complaints received strategicplan and all other relevant documents with the exception of the followingbull personnel filesbull in-camera Board meeting minutesbull client filesbull private legal material
32
Appe
ndic
es
Appendix C Sample Conflict Resolution Guidelines ndash Policy ReviewCommittee
PrinciplesIt is in places of conflict that the potential for change exists Conflicting ideas beliefs and valueswill ensure a rich dialogue and essential learning opportunities for everyone Committee membersare charged with reminding themselves that the committee exists in the service of the organizationwith the ultimate goal of better serving the community Each person on the committee has theresponsibility to deal directly with each other and commit to engaging with each other as allies inthis work
The organization will endeavor to assemble the relevant material that will be useful in meeting theobjectives of the committee prior to the beginning of the project and will ensure that any relevantmaterials will be delivered to the committee as quickly as possible
The decisions and recommendations of the committee do not bind the organization into action TheBoard of Directors andor Executive Director of the organization will review the recommendations ofthe committee and ultimately decide what can be instituted
Budget and Additional Resources
The Policy Review Committee has a budget of $$$$$ The budget will cover the committee costs- member expenses childcare travel long distance calls honorarium- meeting expenses accessible meeting room refreshments conference calls- accessibility expenses ASL interpretation note taking attendant care- supplies photocopying office supplies
Staff resource- maintain minutes and discussion notes for the committee- retrieve documents that the committee requires- assist in organizing meetings and refreshments for meetings
Meetings
Meetings will be held at an accessible meeting space ndash onsite at the organization if possible
The committee is responsible to elect co-chairpersons during the first committee meetingThe responsibilities of the co-chairs in consultation with the whole committee are tobull organize meetingsbull develop the agendabull organize committee communicationbull keep committee members on taskbull organize the completion of the final reportbull maintain communication with the organization including updates requests concerns etc
33
Appendices
34
Remember that resolving conflict does not necessarily mean that a person will change their view-point or opinion A resolution of conflict implies that each party has had the opportunity to sharetheir perspective be heard have opportunity for discussion and then have closure
How we deal with our colleagues when we have a different opinion or viewpoint can either open usup to new learning or shut us down The following are some key points to keep in mind
i Recognize that conflict is a healthy part of communication if all parties understand theirresponsibilities in the process
ii Parties should approach the process with the idea of creating a learning environmentiii Parties should be prepared to listen to each other ndash that is really listen without interrupt-
ing or preparing your argument in your headiv If you are challenging a statement made by another person ndash it is important to state
concisely where you believe the problem lies and if it furthers the learning moment tostate the impact on yourself
v Do not belabor the point or make comments about the otherrsquos motivation for the state-ment (ie They are ignorant bigoted etc)
vi The person who has been challenged should take away the information to think aboutwhere their learning lies ndash the statement back to the challenger should include how youwill approach the information that was shared with you from the other person
vii If you do not agree with the challengerrsquos view ndash further dialogue may be necessaryviii State your own view and where you believe the problem liesix Each person is responsible to think critically about the otherrsquos view with a goal of finding
common ground andor compromise andor the decision to agree to disagree ndash which isallowing space for differing points of view
x It is important that both parties do not disengage from the process by complaining orexpressing dissatisfaction about the other person to other people ndash that kind of behaviorlowers the integrity of the process and the party who engages in it
xi Try to understand each otherrsquos perspective without judging the person or making assump-tions about each other
Co-chairs responsibilitiesbull reminding members of the guidelines of conflict resolutionbull arranging time in the agenda to address conflict in the groupbull mediating conversations between the parties in conflictbull negotiating resolutionbull If the conflict is in regards to making a decision The co-chairs should refer to the decision
making guidelines
The guidelines presented above should not be used in situation of discrimination and abuse Inthose situations the committee should follow the procedures in the organizations anti-discriminationor anti-harassment policies
Appe
ndic
es
35
snoitpO snosaeRstifeneBrof
snosaeRsmelborPtsniagA
puorGnoisiceD
rofsnosaeRnoisiceD
Appendix D Sample Decision Making Chart ndash Policy Review Committee
Appendices
36
App
endi
x E
Fra
mew
ork
for p
olic
y re
view
and
dev
elop
men
t
We
deve
lope
d th
is fr
amew
ork
duri
ng th
e fir
st p
hase
of t
his
proj
ect
Its
purp
ose
is to
hel
p or
gani
zatio
ns u
se a
n in
tegr
ated
ant
i-opp
ress
ion
fram
ewor
k ap
proa
ch w
hen
revi
ewin
g an
d de
velo
ping
pol
icie
s
NOITSE
UQ
EG
NELLAH
CES
NOPSE
R
esoprupeht
sitah
Wrodna
ycilopsiht
foerudecorp
erusneotyrassecen
siycilop
aneh
wwonk
ottluciffid
ebn ac
tIruoy
tahterusne
otdna
seicilopyna
moot
gnitaercton
erauoy
ehtgniyfitnedI
stnemetats
gnitcilfnocgnika
mton
e raseicilop
edivorpsalle
wsa
sllaftipeseht
diovapleh
nacesoprup
otyrassecen
eblliw
serudecorptah
wdna
wohot
sanoi tcerid
esoprupeht
teem
bull bull bull bull
ycilopeht
rofelanoitar
ehtedivorP
tnetniytiuqe
ehtyfitnedi
ylraelCseitilibisnopser
evitalsigelyfitnedI
)s(ycilopetairporppa
ehtot
serudecorpkniL
tifycilop
ehtseo
Dycnega
ehtnihti
wnoissi
metad nam
rodnatne
metatsseulav
fotne
metatssfeileb
dna
woH
dnaetadna
mrieht
eniltuotaht
stnemetats
evahseicnega
ynaM
roFetadna
meht
teemlli
wyeht
wohtuoba
sfeilebrieht
elpmaxe
nasi
nemo
wllatsniaga
ecneloivlladne
otelpmaxe
er usneneht
tsum
wolloftaht
seiciloPtne
metatsnoissi
ma
fotsniaga
ecneloivgnitauteprep
tonsi
noitazinagroeht
tahtnoisserppo
ronoisulcxe
fomrof
ehtni
nemo
w
bull bull bull bull bull
fotne
metatsstnemucod
tnavelerllaweiveR
ctetnemetats
noissimetadna
msfeilebeht
stroppusycilop
ehtfi
enimrete
Detadna
mnoissim
seitiugibma
ehtyfitnedI
seulaveht
htiw
st sartnocycilop
ehtfi
enimrete
Dnoitazinagro
ehtfo
ycilopeht
oteka
mnac
uoysegnahc
ehtyfitnedI
tievorp
miot
tifyc ilop
ehtseo
Deht
htiw
snoitazinagronoitisoplacitilop
wo
H
tahtnoitisop
nasitrapa
naem
tonseod
noitisoplacitilopA
ynamrehtaR
ytraplacitilopralucitrap
astroppus
seussiralucitrap
nosnoitisopdepoleved
evahsnoitazinagro
noitazinagrotsini
mefa
ebya
mnoitazinagro
ruoyelp
maxeroF
dluow
serudecorpdna
seicilopruoy
noitazinagrotsini
mefa
sAytiuqe
yapeikro
wemarf
ytilauqesna
mow
awollof
ctestifenebrevigeracyli
mafdednapxe
bull bull
snoitisoplanoitazinagroeht
ssucsiddna
yfitnedItub
nettirwnu
erataht
seussilaicosgnidrager
esohtfo
emoS
noitazinagroruoy
nihtiw
tsixeyap
msireetnulovsvrobal
diapedulcniya
mcteseussi
htlaehlatnemytiuqe
-tne
metatsfeileb
aot
snoitisopetairporppa
ddAtsixe
tonseod
enofi
enoetaerc
ro
Appe
ndic
es
37
NOITSE
UQ
EG
NELLAH
CES
NOPSE
R
teem
ycilopeht
seoD
sdradnatsmu
minim
noitalsigelrobal
fosthgir
namuh
ycavirpnoitalsigelrednufnoit alsigel
dnastne
meergalautcartnoc
rehtostne
meerga
mehtdeecxe
tiseo
D
lautcartnocdna
evitalsigeltee
mylraelc
dluohsseiciloP
nettirw
si)noitalsigel
ytiuqeneve(
noitalsigeLseitilibisnopser
ehtno
desabsi
tahtkro
wemarf
erutluctnani
moda
morfeht
tcetorpot
keesyehT
spuorgsuonego
mohfo
noitpmussa
elpoepfo
sthgireht
ecnavdatonelpoep
dezilanigram
fosthgir
dnoyebog
dluohsseicilopkro
wemarflanoitcesretni
naylppa
oTsdradnatsla
minim
bull bull bull bull
snoitazinagroeht
dnatsrednudna
weiveR
waleht
rednuseitilibisnopser
seitilibisnopserdnatsrednu
dnastcartnoc
weiveRstcartnoc
fos
mreteht
rednullaf
snoitatcepxemu
minim
ehtereh
wyfitnedI
sseccaot
tnemevorp
midna
tnemecnavda
fot rohs
ytiuqedna
lauqetroppus
nacnoitazinagro
ruoysya
wyfitnedI
ytinutroppo
sihtseod
woH
erudecorpycilopeht
tc apmi
snoitazinagrotegdub
fI
mehttne
melpmi
ottcap
miyrategdub
evahod
seicilopyna
Mot
elbissopmi
emoceblli
wycilop
ehtdezingocer
tonsi
sihttub
ycilopdab
asi
tiesuaceb
ton-
dedracsideb
dnawollof
rofdetnuocca
tonere
wnoitatne
melpmi
fostsoc
ehtesuaceb
bull bull bull bull
htiw
detaicossastsoc
ehtllayfitnedI
ycilopeht
fonoitatne
melpmi
ralugerfo
trapera
stsoceht
erehw
yfitnedIedulcni
dluow
reganam
foyralaSei
-ssenisub
noisivrepusffats
stsoclanoitiddayfitne dI
ylgnidroccategduB
otelbisnopser
sioh
Wsi
ycilopsiht
erusnedna
dootsrednudecrofne
elbisnopsersi
ohw
etatsylraelc
tsum
serudecorpdna
seiciloPhcaEssenevitceffe
gnitaulavedna
gnirotinomtuo
gniyrracrof
detatsylraelc
e bdluohs
elorsnosrep
bull bull
diapnudna
diapfo
selorsuoirav
ehtyfitnedI
noitazinagroeht
fosreb
mem
ehttuo
yrraclliw
ohw
srebme
meht
yfitnedIsreb
mem
ehtetaulave
dnaesivrepusserudecorp
ycilopeht
etaulavedna
weiveretaerc
Appendices
38
NOIT
SE
UQ
EG
NELL
AH
CE
SN
OP
SE
R
eht
sita
hW
rof
msina
hcem
lacitirctnial
pm
ockca
bdeef
tegtaht
stnemucod
gnivileb
dluohsserudecorp
dnaseiciloP
ottnatrop
misi
tieroferehT
sevorpmi
gninraelruo
saretteb
rokcabdeef
edivorpnac
detceffaesoht
wohetats
yl raelcro
elbaeganamnu
evitceffenievorp
yehtneh
wfinialp
mocevisserppo
bull bull bull
seifitnediylraelc
tahtycilop
stnialpmoc
aetaer
Csreb
mem
diapnudna
diaprof
ssecorpeht
srebme
mytinu
mmoc
dnastneilcsresu
ecivrestI
elbisseccas i
ssecorpstnialp
moceht
erusnEyllacisyhp
nacsklof
erehw
decalpeb
dluohselbissecca
tnereffidni
dereffodna
tissecca
nialpraelc
ninettir
web
osladluohs
tIsta
mrofelpoep
ybdessecca
ebnac
titaht
osegaugnal
slevelycaretil
suoir avhti
wycilop
ehtrof
kcabdeefrof
ssecorpeht
yfitnedI
weiver
eb
ycilo
pe
htlli
ww
oH
otdetaci
nu
mm
oce
blli
wo
hw
eso
ht ti
yb
detceffa
ehtyb
detceffeesoht
llaot
tnediveeb
dluohscorpseiciloP
tnatropmi
sinoitacinu
mmoc
fonalp
agnitaer
Cse
moctuobull bull bull bull bull bull
elbisnopsereb
lliw
ohw
elpoepeht
folla
yfitnedIeb
lliw
ohw
esohtdna
noitatnemelp
mirof
noitatnem elp
mieht
ybdetcap
misdnik
tnereffideht
sseccafo
stniopeht
yfitnedIyrassecen
sseccafo
sepytdna
noitatnemelp
mirof
elbisnopseresoht
llaerusnE
seitilibisnopserrieht
tuobaraelc
eraot
ycilopetacinu
mmoc
otnalp
ehtyfitnedI
s rebme
mytinu
mmoc
dnastneilcsresu
ecivresrehto
dnaegaugnal
ycaretilsserdd
Aseussi
ytilibisseccaseussi
eseh tsserdda
otnalp
aetaer
C
Appe
ndic
es
39
NOITSE
UQ
EG
NELLAH
CES
NOPSE
R
weivereht
sitah
Weludehcs
ehtodlli
woh
W
weiver
deweiver
ebdluohs
stnemucod
gnivilsa
serudecorpdna
seiciloPdluohs
ssecorpehT
tnemevorp
mirof
yltnetsisnocdna
ylralugernI
kcabdeefrof
ytinutroppoedivorp
otsa
oseludehcs
aedulcni
dnaseicilop
ehtyb
detceffaesohtlla
morftupni
tegot
redrotahtnesohc
rodetov
ebdluohs
sreweiver
fomaet
aserudecorp
sevitcepsrepfo
esabdaorb
atneserper
bull bull bull
roylraey-
seicilopfo
weiverrof
enile
mita
teSylraey-ib
ebdluohs
tahtspuorg
redlohekatseht
yfitnedIytisrevid
otnoitnetta
htiw
weivereht
nidevlovni
dnassenevitceffe
ehtssessa
otsloot
edivorPycilop
hcaefo
ytiuqe
ycilopsiht
seoD
egnellahclahcrairtap
laicosevisserppo
wo
Hs
mron
gnignellahcflesti
nisi
krowe
marfdetargetni
nagniylppA
neebevah
sufo
ynam
sareve
woHs
mronerutluc
tnanimod
morftrats
dluohse
wsdradnats
naciremA
htroN
ybdenoitidnoc
nide
marfeblli
wserudecorp
dnaseicilop
ruotaht
esimerp
ehtksa
otevah
ew
eroferehTsfeileb
dnaseulav
erutluctnani
modgnidlohpu
tonera
ew
erusnetaht
snoitseuqfo
seiresa
sevle sruonoisserppo
fos
metsysdehcnertne
bull bull bull bull bull bull bull
noisserppodna
yhcrairtapfo
seussieht
yfitnedIycilop
hcaeni
tnerehninihti
wseussi
esehtegnellahc
otwoh
ezigetartSnoitazinagro
ruoygnika
mnoisiced
ehtni
ycnerapsnarteht
weiveRsessecorp
seodtah
Weisevlesruoyrof
snoitseuqetaerC
noitazinagroruo
niekil
koolre
wopycilop
ehtmorf
stifeneboh
wyfitnedI
revore
wopa
dlohpuseicilop
hcihw
enimrete
Dkro
wemarf
emit-lluf
derihsteg
ohWei
-snoitseuq
ksAsi
erehW
denimreted
sihtsi
woH
emit-trap
senimreted
ohW
tegdubeht
nitneps
yenom
seitiroirp
Appendices
40
NOITSE
UQ
EG
NELLAH
CES
NOPSE
R
ehteblli
wtah
Wno
tcapmilaitnereffid
spuorgdezilanigra
m
dnatsrednuot
tnatropmi
sitI
emas
ehtnae
mton
seodlauqEyfitnedi
otspuorg
tnereffidno
seicilopfo
stcapmi
suoiraveht
foytilibissecca
troppusot
wohdna
eilsreirrab
ehtereh
wspuorg
suoiravrof
secivresdna
tnemyolp
me
bull bull bull bull
fos
mitcivera
ohw
elpoepfo
spuorgyfitnedI
noisserppoci
metsysspuorg
suoiravno
stcapmi
ehtyfitnedI
dnaytiuqe
ecnavdataht
stcapmi
hsiugnitsiD
tonod
tahtesoht
sseccaot
sreirrabegnahc
otsya
wezigetartS
ycilopehtlli
wwo
Hnoisserppo
egnellahcnoisserppo
cimetsys
rofseicilop
weiveR bullmsicar
bullaibohpo
mohmsixesoreteh
bullmsielba
bullmsiega
bullmsixes
bullmsirtneconhte
bullmsissalc
bullmsiti
mes-itnabull
msibarA-itnabull
noitanimircsid
suoigilerbull
msilainoloc
bull bull bull
tsrifnretse
wa
sahycilop
ehtfi
enimrete
D
weivdlro
wtuoba
noitpmussa
narof
ycilopeht
ssessAnoitautis
cimonoce-oicos
dnaegaugnalytilibafo
secnereferrof
egaugnaleht
weiveRsnoitp
mussasuoigilernoitazinoloc
Appe
ndic
es
Appendix F Glossary of Anti-Oppression Terms
Ableism Prejudice and discrimination against people living with mental emotional and physicaldisabilities or differences People living with disabilities experience this discrimination segrega-tion and isolation because of peoplersquos prejudices and institutional barriers not because of thedisability or difference itself Deaf Deafened and Hard of hearing people historically have experi-enced systemic ableist oppression as well
Anti-Semitism Discrimination or violence against Jews Judaism and the cultural intellectualand religious heritage of Jewish people The word Semite literally refers to ldquoany of the peoplessupposed to be descended from Shem son of Noah especially the Jews Arabs Assyrians andPhoeniciansrdquo However Anti-Semitism is mostly used to refer to prejudice discrimination andviolence directed at Jews
Class Economic and social groups People in the higher classes make decisions about theeconomy while other people work for wages or are kept out of the economy The things that markdifferences between classes include peoplersquos ability to meet their basic needs their level ofincome wealth and formal education and their connections with people and institutions thathave influence and power In the current economic structure rich people got their wealth bytaking advantage of people at the bottom and middle of the class structure
Classism Any practices and beliefs that judge and value people according to their social class orthe social class that other people assume they belong to Most workplaces use classist languagethat reflects and reinforces the social hierarchy For example they undervalue the work of sup-port staff and decisions do not include the knowledge and opinions of these workers
Colonialism When a foreign power dominates and exploits an indigenous group by taking theirland and resources and using them as cheap labor in order to make money It also means spe-cific era between the 1700s and 1900s when European countries expanded into the Americasand countries of the global South In Europe people justified these practices using racial doc-trines These ideas about hierarchies of race are still widespread Uncovering and challengingthe ideas and ongoing practices of colonialism are important parts of racial equity work
Culture The collective experience beliefs values knowledge economy and ways of life of agroup of people who share past or current experiences Culture changes constantly it is notstatic Every culture is shaped by the land and spaces people inhabit together Individual andgroup culture can also be shaped by language religion racialization gender experiences ofmigration and immigration social class political affiliation family influences age sexual orien-tation geographic origin ethnicity experiences of discrimination or lack of discrimination andexperiences fighting oppression
Disenfranchised Not having full rights as a citizen or not being able to fully participate as amember of the community
41
Appendices
Dominant Culture The beliefs values and judgments of groups with social power The dominantculture is created and maintained by people in the dominant social group People who do notbelong to the dominant group often believe that these values beliefs and judgments are trueinstead of seeing how they reflect the interests of people in power
Dominant group People whose social identity gives them power and privilege In most parts ofCanada dominant identities are White male English-speaking heterosexual able-bodied Chris-tian affluent and middle class thirty to sixty-five years of age university educated from centralCanada Many people have one or more dominant identities
Equity Peoplersquos rights as individuals or members of a group to an equitable share of theresources and influence in society Equity work analyses and challenges unfair systems andpractices and works towards creating outcomes and access that benefit people equally
Exploitation Taking unfair advantage of a person or a group for onersquos own gain or advantageExploitation can be systematic or individual
First Nations A term that reflects the process some Aboriginal peoples in Canada have used toname themselves The word ldquofirstrdquo recognizes the fact that Aboriginal peoples are the originalinhabitants of what is now called Canada The word ldquonationrdquo stresses the fact that Aboriginalpeoples are political collectives who had their own forms of government before Europeans beganto settle here Many First Nations peoples are fighting to re-establish that sovereigntybull The term also refers to a group of Aboriginal people who were previously called a ldquoBandrdquo by
the Department of Indian Affairsbull ldquoFirst Nationrdquo can also mean a group or several groups of Aboriginal people who have the
same ethno-cultural background
Gender identity Features that are tied to how an individual thinks of themselves as a man or awoman A personrsquos gender identity may not be the same as their biological sex
Gender roles The culturally specific behaviors and appearances constructed by a culture todefine what is expected of women and men The expectations of femininity and masculinity areimposed on individuals according to their biological sex
Harassment Persistent ongoing behavior conveying negative attitudes towards an individual orgroup to make them feel intimidated and humiliated Harassment is an exercise of power Itincludes any action that a person knows or should know is not welcome Harassment includesname-calling jokes slurs graffiti insults threats rudeness and crude gestures verbal or physi-cal abuse Human Rights Codes in most provinces prohibit harassment based on race religionsex ethnicity and the other prohibited grounds for discrimination
Heterosexism All practices that convey the message that heterosexuals are better than otherpeople including the assumption that everyone is or must be heterosexual It operates like otherforms of prejudice and discrimination giving privilege and rights to members of the dominantgroupndashheterosexualsndashand not to gay or lesbian people
42
Appe
ndic
es
Hierarchy A system that gives individuals or groups different positions and power People andgroups with a higher rank have more power resources and value than individuals or groups witha lower rank For example in a patriarchy men are given more value than women
Immigrants People who have arrived and settled in Canada in their lifetime Sometimes peopleuse the word incorrectly to refer to Canadian-born racialized people because they assume thatall racialized people were born elsewhere
Inclusive Making sure that all members of the community are represented or involved in allaspects of the community
Integrated Combining information and values from a variety of people and sources in order toget a fuller result that is more inclusive
Islamaphobia The systemic ways and individual practices of racism that target Arab people andhave particular impact on them Some examples include negative stereotyping of Muslim peopledepicting Islam as essentially violent and fundamentalist assuming that all Arabs are Muslimand all Muslims are Arabs
Landed immigrant Persons with legal status who are permanent residents of Canada ratherthan visitors refugee claimants temporary workers or citizens
Marginalization A process that keeps groups or individual from having access to all or part ofthe resources and activities of the community
Oppression When one social group takes advantage of another social group either knowinglyor unconsciously Oppression gives the dominant group privilege and marginalizes anddisenfranchises the subordinated group The dominant social group can use force or social insti-tutions and resources to achieve oppression After a time individual members of the dominantgroup do not need to do anything and unequal treatment becomes so much a part of the socialinstitutions and structures that it seems normal
People of colour Any person who is not White or Aboriginal This term was first adopted in theUnited States by racialized people who were trying to name themselves with a positive identityrather than as ldquonon-whitesrdquo ldquocolouredrdquo ldquoethnicsrdquo or ldquovisible minoritiesrdquo
Privilege Unearned power that gives members of the dominant group economic social andpolitical advantages Privilege also means rights that everyone should have but that are deniedto some people
Racism Any aspect of Canadian society that openly or subtly makes White people and Whitenessnormal and valuable while making racialized communities invisible or devaluing stereotypingand labeling people of colour as ldquoothersrdquo who are different or inferior
43
Appendices
Individual racism The beliefs attitudes and actions of individuals that support or maintainracism Individual racism can be conscious or unconscious It can be active or passive
Institutional racism The network of structures policies and practices in systems and institutionsthat give White people advantages and that discriminate oppress and disadvantage racializedpeople
RacializationRacialized Racial identities are not fixed categories They are shaped by historynationality gender class and identity politics Racial designations often differ from country tocountry The term racialization or racialized makes explicit the ways in which we are socialized todifferentiate groups of people on the basis of superficial physical characteristics where White isthe norm It emphasizes the active process of categorizing people while at the same time reject-ing ldquoracerdquo as a scientific category
Refugee Persons who have to flee their country because they have a ldquowell-foundedrdquo fear ofpersecution based on race religion nationality political opinion or membership in a particularsocial group
Religious discrimination Any institutional or individual practices that exclude and discriminateagainst a person because of their religion In Canada many workplaces do not provide equitablyfor all religions Recently the Supreme Court has ruled that employers must accommodate em-ployees whose religious observances are not recognized in the Christian-based statutory holidayssuch as Easter and Christmas Religious discrimination is often linked to other forms of discrimi-nation For example Irish Catholics were often marked by their class ethnic origins and lan-guage as well as their Catholicism Racialized Muslims often experience racism mixed withreligious discrimination
Sexism Systemic and individual practices that give men privilege make women subordinate andthat shame values identified with women
Social Location or Social Identity A personrsquos membership in a socially constructed groupThese groups are often identified according to superficial characteristics such as skin colourcountry of origin religious beliefs body form etc
Structural This approach to equity work believes that the thoughts and behaviors of the indi-vidual are created and guided by various social structures such as capitalism andor neo-liberal-ism and are therefore limited The focus for change is raising awareness of the limits and chal-lenging the structures
Systemic racism The conscious or unconscious policies procedures and practices that excludemarginalize and exploit racialized people Systemic racism is supported by institutional powerand by powerful ideas often unexamined ones which make racism look normal and justified Forexample institutions that do not have effective complaints procedures or performance appraisaland promotion processes that use equity competencies make it possible for individuals to beracist
44
Appe
ndic
es
45
Transgender person A person who is not comfortable with or who rejects some or all of thegender identity given to their biological sex This is an umbrella terms used to describe trans-sexuals transvestites or cross-dressers and intersex people
Transsexual Someone who has a very strong feeling that they are living in the wrong sex A maletranssexual needs to live as a woman and a female transsexual needs to live as a man Somebut not all transsexuals have surgery to reassign their sex Some have procedures to partiallyreassign their sex and some use hormone therapy A transsexual can be heterosexual homo-sexual or bisexualWhite Refers to people belonging to the dominant racial group enjoy skin privilege in NorthAmerica Australia New Zealand and anywhere European colonialism has created racial inequityThe term ldquoWhiterdquo is capitalized for different reasons than other racial designations ndash Aboriginaland Black The latter identities are claimed with pride in opposition to the names imposed bydominant White society One of the ways that racism operates is to leave the racial identity ofWhite people unidentified ldquoWhiterdquo is capitalized to interrupt the privilege of having Whitenessgo unnamed
White Supremacy A system based on assumption of the ldquorightness of Whitenessrdquo in whichpolitical economic and social systems result in White people having more privilege and powerthan racialized people
many of the terms in the glossary were adapted with permission from Dancing on Live Embers ChallengingRacism in Organization by Tina Lopes and Barb Thomas Toronto Between the Lines 2006
Appendices
Appendix G Focus Group Findings
The following points are the relevant themes that emerged from the focus groups The groups wereasked to answer the following questions
1 How well has your organization and the various sectors practiced an integrated approach to anti- oppression
bull overall feeling that most are doing pretty good workbull some feel frustrated that the policies etc are not fully put into practice by all staff at an
agencybull feeling that the work is silorsquod and separated ndash working on one oppression at a timebull that the work is framed from a white middle class perspectivebull the work is not happening fast or often enough ndash ie deaf woman services gaps and barriers
2 What are the effective practices in the various areas ie policies programming outreach training org development
bull be committed inventive constantly evolve vigilantbull open to change pushing for changebull inclusion at all levels of an organization working together on committees and groupsbull engage diversity responsive to different needs
3 Where are the challengesbull funding shortages piecemeal and targeted on specific groups onlybull lack of accountability lack of clear policies and proceduresbull lack of inclusivity and diversitybull lack of time to be together communicate etcworkloads of service providersbull silorsquod workbull systemic exclusion internal and societal institutions
4 Visions and suggestions for changebull core guidelines with key values ndash written down and put into practicebull accountability in staff and managementbull commitment from all levelsbull everyone open to challengebull look at themes not populationsbull community drivenbull training and toolsbull fully funded and supported by structures
5 Who would take up the facilitation of changebull not one personbull coalitionsbull community groupsbull all levels of organization including service users
46
Appe
ndic
es
Recommendation(s)
a Conduct a review of existing policies procedures and practices that organizations feel repre-sent their best efforts of an integrative anti-oppressive framework
b Working groups should be created to develop the most effective integrative policies andprograms The groups should include diverse members from different social locations com-munities and be representative of all levels of the organization including service users
c Organizations must support this work by allocating time personnel and resourcesd Organizations must demonstrate commitment to the work by reviewing all policies proce-
dures and programs through the lense of an integrative anti-oppressive frameworke A tool kit should include templates of policies and procedures to simplify the writing of work
done by the committeesworking groupf This work is not static and must be revisited regularly in order to incorporate new informa-
tiong Organizations should offer regular training and workshops on how to put an integrative anti-
oppression framework into practiceh Organizations must hold staff and volunteers accountable to adhering to agency practice by
offering training and supervision including key values in mandate and mission statementsand integrative anti-oppressive practices in personnel and volunteer policies
Focus group participants
The following organizations participated in focus groups in 2005-06 for the Integrative Anti-Oppression Project
Woman Abuse CouncilFCJ Refugee Centre519 Community CentreNelliersquosSpringtidersquos Women with Disabilities ProgramToronto Rape Crisis CentreMulticultural Women Against RapeCentral Neighbourhood HouseAccess Alliance Multicultural Community Health CentreA Commitment to Training and Employment for Women (ACTEW)Arab Community Centre of TorontoAssaulted Womenrsquos HelplineBarbara Schlifer Counselling ClinicBlack Creek Community Health CentreCentral Family IntakeErnestine Womenrsquos ShelterFamily Services AssociationFlemingdon Neighborhood ServicesKorean Canadian Womenrsquos Association
47
Appendices
Macaulay Child Development CentreSt Christopherrsquos HouseSt Joseph Womenrsquos Health CentreSt Michael HospitalStonegate Community Health CentreUrban Alliance on Race RelationsWomenrsquos Counselling Referral and Education CentreYorktown ShelterYWCA
48
Appendix H References
Dancing on Live Embers Challenging Racism in Organizations Tina Lopes and Barb Thomas Be-tween the Lines Toronto 2006
Campbell C (2003) Anti-oppressive social work Promoting equity and Social Justice Editor DrCarolyn Campbell Halifax Nova Scotia Dalhousie UniversityRetrieved Jan 22 2008httpaoswsocialworkdalcawhatisaoswhtml
Roundtable on Anti-Oppression Politics in Anti-Capitalist Movements Edited by Sharmeen Khan ndashparticipants in the roundtable Kirat Kaur Junie Deacutesil Gary KinsmanRetrieved Jan 22 2008httpuppingtheantiorgnode1380
Williams C (2003) ldquoSeeking Cultural Competence What Is It How Do You Develop It and How DoYou Know When Yoursquove Got Itrdquo In WShera (Ed) Emerging Perspectives on Anti-Oppressive Practice(pp 265 - 278) Toronto Canadian Scholarsrsquo Press Inc
- Front Page1-1
- ManualModEN2
- ManualModEN3
- ManualModENCon
-
Appl
ying
Inte
grat
ed A
nti-o
ppre
ssio
n To
Pol
icie
s
Ideally the organization shouldbull Provide financial support to everyone without stigmatizing those members who are
poor or who identify as marginalized socio-economically In addition the organizationmust work with members who receive social assistance to make sure that they arenot penalized for any financial support they get for doing this work Perhaps one ofthe first policies the committee could review is the Honorarium policy or the policiesabout Committee Membership
bull Supply a resource person to the committee Their role is toi keep notes of the meetingsii make notes about recommendations for how policies should be revisediii research legislative benchmarks human rights provisions employment
standards and any other matters as needediv create information packages for committee members that include relevant
internal documents such as complaints salary and benefit grids and collec-tive agreements
v report back to the organization on the committeersquos progress or on issues thatneed broader discussion
If this person is a staff person with other responsibilities they should be given timeto work on this process Committee work should not be added on to their otherduties and squeezed in when possible Allocating staff time for this work is one wayto make sure it has priority within the organization
bull Develop terms of reference for the committee It should include a statement of thecommitteersquos mandate The terms of reference should include details of the scopeand boundaries of the work the timelines and the responsibilities of the committeeas a whole and of the facilitators (See Appendix B for sample terms of reference)
bull Ensure all committee members have a copy of the organizationrsquos anti-discriminationandor anti-harassment policy In addition consider developing some guidelines forconflict resolution (see Appendix C for a sample of conflict resolution guidelines )
bull Develop an agenda for the meetings For the first meeting the agenda should in-clude
i choosing a facilitator and co-facilitatorii reviewing the terms of referenceiii introduction to the process and each otheriv schedule of meetingsv introduction to the package of materialsvi expectations and role of the committeevii discussion about the power differences between committee members and how the committee should be mindful of this while making decisionsviii guidelines for decision making (see Appendix D for a sample of a decision making chart)
Ask the committee members to provide feedback on their experiences working on this projectafter they go through the whole policy review process This will support the organization toidentify and alleviate barriers and improve the process for the next round
13
Applying Integrated Anti-oppression To Policies
Step 4 Review the organizationrsquos policies
Once the committee is ready to begin work it should review each policy We have developed ques-tionnaires to help facilitate discussion of the three vital questions at this stage of the processnamely
bull how accessible is the policybull how are different people affected by the policybull how can the policies be changed to truly include everyone
Blank copies of these questionnaires are included in Appendix A
To help you understand how to use these tools we have included questionnaires that have beencompleted in response to the following policy provided by Springtide Resources Please note thatthis is an old version of one of our policies Springtide Resources has recently used the integratedanti-oppression framework to update all of its policies
Sample policy ndash PAID HOLIDAYS(from Education Wife Assault (EWA)ndash the name for Springtide Resources before 2006)
EWA staff will be paid for ten statutory holidaysNew Yearrsquos Day Canada day Thanksgiving Day BoxingDay Good Friday Christmas Day Labor Day Victoria DayEaster Monday Civic Holiday
A religious holiday of the employeersquos choice may be substituted forEaster Monday
Permanent part-time staff who work 21 hours a week are entitled to allstatutory holidays
Building Closure
When the EWA offices are closed between Christmas and New Yearrsquosemployees will be paid for these days
14
Appl
ying
Inte
grat
ed A
nti-o
ppre
ssio
n To
Pol
icie
s
How accessible are your policiesThe questions in this section are designed to help you think about whether the policy documents areaccessible ldquoAccessiblerdquo includes where the policy is physically located its format and how mean-ingful the policy is The best policies will be representative and make sense to a variety of users
To make policies accessible you should aim toKeep the policies in a place where anyone who wants to read them can access themwithout barriersMake sure that the policies can be and are translated into different and appropriatelanguage and cultural interpretations as well as physical formatsUse language that is clear and direct rather than full of jargonUse wording that makes the policy intentions easy to understandHave a clear statement about who the policy applies to and who is responsible forputting it into practiceBeing flexible in the policy to allow for different cultural beliefs and values unlessthere are legal reasons to limit your flexibility
Questions for discussionTo check your policies for accessibility use these questions in your discussion
1 Is the policy in a barrier-free location
2 Is the policy available in different formats Do we invite comment about the format
3 Is the policy written in language that is easy for most clients and all staff to understand Lookfor jargon that only makes sense to workers in your organization but is not recognized by others
4 Can the policy be easily translated to other languages
5 Does the policy say who it affects Does it say who is responsible for implementing it
6 Does the policy reflect various cultural beliefs and values This question can lead to a toughdiscussion about cultural beliefs and values that may undermine social equity There are nofast and easy answers but again the policies should be living documents that change and adaptto our new information and knowledge about difference
7 If there is a process in the policy are the steps flexible and adaptable to accommodate differ-ences
8 Does the policy invite people to give feedback and comments about what it says
Record your decisions on the form ldquoHow accessible is this policyrdquo This form is on page 28 (AppendixA)
15
Applying Integrated Anti-oppression To Policies
Here is how we used our questionnaire to assess our policy about Paid Holidays
How accessible is this policy
16
seYsdeeN
krownoitnettAfosaerA
aniycilopehtsInoitacoleerf-reirrab
X ehtnoyllacinortceleelbaliavaylnOrevres
seicilopehtsseccanacffatsylnO
tnereffidnielbaliavaycilopehtsIstamrof
ehttuobatnemmocetivniewoDtamrof
X
X
ffodetnirpnehw-tnirpnielbaliavaylnOrevreseht
enoynamorfkcabdeefdeticilostnevaH
egaugnalninettirwycilopehtsIdnatsrednuotysaesitaht
X yrotutatSeinograjemossesUdetlitssiegaugnaL
nepogninaemehtsevaelegaugnalemoSnoitaterpretniot
ylisaeebycilopehtnaCsegaugnalrehtootdetalsnart
X
tiohwyasycilopehtseoDstceffa
rofelbisnopsersiohwyastiseoDtignitnemelpmi
X seeyolpmednaffatsemit-trapseifitnedIrofelbisnopsersiohwyfitneditonseoD
noitatnemelpmieraffatsrehtowohyfitneditonseoD
detceffa
suoiravtcelferycilopehtseoDseulavdnasfeileblarutluc
X emitdiaptegelpoepdnadesolcsieciffOsyadilohnaitsirhCrofffo
rosnoitarbeleclarutlucsyadilohrehtOdenoitnemtoneraslautir
ycilopehtnissecorpasierehtfIdnaelbixelfspetsehtera
etadommoccaotelbatpadasecnereffid
X dewollasinoitutitsbusenO
otelpoepetivniycilopehtseoDstnemmocdnakcabdeefevig
syastitahwtuoba
X gniydemeryfitneditonseodycilopehTspets
wohyfitnedirokcabdeefticilostonseoDsmelborpehtsserddaot
Appl
ying
Inte
grat
ed A
nti-o
ppre
ssio
n To
Pol
icie
s
How do our policies affect different peopleThe questions in this section are designed to facilitate discussion about the impacts of policies ondiverse lived experiences Some questions can be answered with yes or no responses and othersrequire more information The term ldquoimpactrdquo in this context is used in a broad sense to refer to bothbenefits and restrictions
To consider how people are affected you should aim for a policy thataffects people equitablyincorporates values that are of similar importance for people with different livedexperiencessays what it does not do and outlines steps to changewas created with input from the range of people who are affected by it
Questions for discussionTo check how your policies affect different people use these questions in your discussion
1 How has the policy been implemented What procedures and practices have resulted
2 Who benefits from this policy How
3 Who does not benefit How
4 What are the barriers to equitable impacts What are the kinds of barriers (legislated finan-cial etc)
Record your decisions on the form ldquoHow does this policy affect different peoplerdquo This form is onpage 29 (Appendix A)
17
Applying Integrated Anti-oppression To Policies
Here is how we used this questionnaire to assess our policy about Paid Holidays
How does this policy affect different people
noitseuQ noitnettAfosaerA
detnemelpmineebycilopehtsahwoHevahsecitcarpdnaserudecorptahW
detluser
ecitcarP rosivrepusriehttelyllabrevffatSasekamdnasyadilohgnihctiwserayehtwonk
teehsemitrehnoetonecitcarP diaprofelbigiletoneraohwffats
krowtsumsyadtatsnokrowotesoohcohwroemitemohmorf
enoyreveerusneotroycnetsisnocrofserudecorpoNycilopehtwollofotwohswonk
ycilopsihtmorfstifenebohW
woH
syadilohnaitsirhCetarbelecohwffatS
tegyehTohwsrehtohtiwyojneotffoemitdiap-
syadilohlarutlucrosuoigilerralimisetarbelecemocnitsolon-
tifenebtonseodohW
woH
yehtesuacebetarbelectonodohwffatSdesolcerasrehtoynamnehwkrowodotyrt-secifforehtoynamnehwffoemitekattsum-
nepoeraffoemittegotelggurtstsum-
yehtesuacebelbigiletoneraohwffatSdnaemocnignisolneewtebesoohctsum-
)etarbelecyehtfi(yadilohnokrowotgnivah
otsreirrabehtyfitnediuoynaCyehteraepyttahWstcapmielbatiuqe
)ctelaicnanifdetalsigel(
ffoemitdiapdetalsigeL
llaevigotdroffatonnac-stniartserlaicnaniFffoemitdiapffats
tnemucodotecalpniserudecorpevahotevaHsesoprupytilibailrofstnemegnarraevitanretla
dnasnoitseuqstnemmoctahWycilopsihttuobaevahelpoepodstnialpmoc
serudecorpdnasecitcarpehtrodetaercsahycilopsihttaht
ytinummocsresuecivresffatsehtodtahWsihttuobayassreetnulovrosrebmem
ycilop
ynaedivorpdluohsnoitazinagroehTdnalamroftuobaevahyehtnoitamrofni
ehtotycilopsihttuobastnialpmoclamrofniweiverrofeettimmoCyciloP
18
Appl
ying
Inte
grat
ed A
nti-o
ppre
ssio
n To
Pol
icie
s
What are the gaps in policy and what can we do to make changesThe questions in this section are exploratory to help begin discussions to identify gaps and generateideas for change Use a flipchart with the questions as headers This will allow everyone to contrib-ute and build on the information and ideas
Questions for discussion
1 Does the policy recognize and identify how different people will be affected
2 Is the policy flexible enough to respond to the different lived experience that people have
3 If the policy is not flexible does it say what the organization will do to change this Does theplan for change include timelines
4 Does the policy say how people can give input or feedback about how the policy affectsthem What comments questions and complaints do people have about this policy or thepractices and procedures that this policy has created
5 Does the policy include diverse cultural norms and values What are they
Record your decisions on the form ldquoPolicy gaps and what we can dordquo This form is on page 30 (Ap-pendix A)
19
Applying Integrated Anti-oppression To Policies
Here is how we used this questionnaire to assess our policy about Paid Holidays
Policy gaps and what we can do
20
seYsdeeN
krownoitnettAfoaerA
tnereffidwohyasycilopehtseoDdetceffaeblliwelpoep
X ybstcapmilaitnereffidseifitneditIdnaffatsemittrapgnigdelwonkca
-retsaEetarbelectonodohwesohtsrehtoon
othguoneelbixelfycilopehtsIdeviltnereffidehtotdnopser
evahelpoeptahtsecneirepxe
X ehtotsseccaffatsemittrapsreffOylno-ffoemityadilohnaitsirhCdiap
)sruoh12revo(ffatsemittrapniatrecdeifitnedisrehtoon-
tiseodelbixelftonsiycilopehtfIodlliwnoitazinagroehttahwyas
sihtegnahcot
edulcniegnahcrofnalpehtseoDsenilemit
X
X
oN
oN
elpoepwohyasycilopehtseoDtuobakcabdeefrotupnievignac
mehtstceffaycilopehtwoh
X deticilostonsinoitamrofnioN
esrevidedulcniycilopehtseoDseulavdnasmronlarutluc
yehteratahW
X ssalcfonoitingoceremossierehTotsrekrowemittraprof-seussi
emostifenebyadilohsuoigilerenosierehT
emos-dewollanoitutitsbusecnereffidfonoitingocer
Appl
ying
Inte
grat
ed A
nti-o
ppre
ssio
n To
Pol
icie
s
Step 5 Make recommendations
Once the committee has assessed the policies it must create a report that outlines its recommenda-tions The report should summarize how each policy could be improved To come up with recommen-dations for improving each policy the committee can review comments from the questionnaires
The main question in this step of the process is What would improve this policy so that it inte-grates anti-oppressive practice Use flipchart paper to record ideas This allows committee mem-bers to share information and build upon each otherrsquos ideas
Facilitate the discussionThere will be different perspectives and ideas about what changes will benefit people and how toaccomplish these changes Because of this there is potential for conflict Here are some hints tohelp make sure that this discussion will lead to recommendations that can help your organization
Ask the committee to choose a facilitator for the discussion Their role isto support everyone in being heardto solicit all ideas and perspectivesto make sure that opposing viewpoints or challenges are given and received in afriendly and open mannerto help the committee build consensus andto finalize recommendations
The facilitator should not offer ideas to the discussion Their role is to help make sure all of thecommitteersquos ideas are recorded The organization may choose to hire an outside facilitator for thispart of the discussion
Have the facilitator review the committeersquos Terms of Reference and Conflict Guidelines Remindeveryone that this is ongoing work
Write a reportFor each policy the committee should write a recommendations report
This report has three columns
Write the committeersquos recommendations in the left-hand column The recommendations may rangefrom fairly simple to quite complex They can be one-time actions or multi-staged changes
The committee should leave the two columns on the right empty ndash these will be filled out by deci-sion-makers in the organization They will review the recommendations and decide what to do withthem
noitadnemmoceR elbisnopsersiohW enilemiT
21
Applying Integrated Anti-oppression To Policies
Assessing the recommendationsAs soon as possible the decision-makers in the organization should review the recommendationsand fill out the right-hand columns of the recommendations report The management or Board ofDirectors must decide Who is responsible They must also set a Timeline
The organization is not required to act immediately on all of the committeersquos recommendationsSome recommendations may not be possible or viable in the immediate future and may need longerterm planning
To decide how to implement the recommendations the decision-makers should considerbull how urgent the issue isbull the workloads of the staff involved in changing the policybull the fiscal timingbull what research the organizations needs andbull how much time the organization needs to prepare
For example a policy change that does not involve employment standards or financial supports couldbe implemented fairly quickly A policy change that involves rewriting translating and adaptingpolicies will takes time so it may not be implemented until well after the organization has finishedtaking care of its year-end reporting responsibilities
Once the Board or management has done this work they should give copies of their completedreport to every member of the committee and to all staff volunteers and community members whoare affected by the policy This helps keep the policy process open and helps people feel that thepolicy process is collaborative among everyone in the organization
Use the ldquoReport of recommendationsrdquo chart on page 31 (Appendix A) to record your decisions
22
Appl
ying
Inte
grat
ed A
nti-o
ppre
ssio
n To
Pol
icie
s
Here is a sample report of recommendations
Report of recommendations
23
noitadnemmoceR elbisnopsersiohW enilemiT
diapwollaottnemetatsycilopegnahCsuoigileraevahtahtsyadilohyrotutats
yllacificepsnoitcennoclarutlucroyadirFdooGyaDgnixoByaDsamtsirhC
otyaDsraeYweNdnayadnoMretsaErosuoigilerhtiwdegnahcxeeb
toneratahtsetadtnatropmiyllarutlucsdradnatstnemyolpmeehtnideifitnedi
tca
ehtfoeettimmoCyciloPsrotceriDfodraoBrotceriDevitucexE
shtnom6nihtiW
neewtebeciffoehtesolctonoDdaetsnIsraeYweNdnasamtsirhC
tahtsyadretaolfsaesohtreffoyehtrevenehwekatnacseeyolpme
esoohc
ehtfoeettimmoCyciloPsrotceriDfodraoBrotceriDevitucexE
shtnom6nihtiWtxenehterofeb(
)erusolc
nitnemyolpmefoslevelehtllayfitnedItcartnocsahcusnoitazinagroeht
sruoh12nahtsselemit-trapsrekrowrofseifilauqhcaerehtehwyfitnedIcte
ffoemitdiap
ehtfoeettimmoCyciloPsrotceriDfodraoB
shtnom3nihtiW
hcussmretniatrecfosnoitinifedddAycilopehtotsyadilohyrotutatssa
oiratnOehtotecnereferekaMtahtnoitalugeRsdradnatStnemyolpmE
ycilopsihtstceffa
ehtfoeettimmoCyciloPsrotceriDfodraoB
shtnom3nihtiW
ycilopehtfoypocdrahatuotnirPseiciloprehtohtiwrednibanitituP
siohwenoyreveerehwrednibehtecalPdnatisseccanacycilopehtybdetceffa
tidaer
rotceriDevitucexEsreganaMmargorP
shtnom3nihtiW
emitynanisyadfoegnahcxeedulcnIswonkenoyrevetahtoserudecorpffo
odottahw
rotceriDevitucexEsreganaMmargorP
shtnom6nihtiW
Appendices
Part 3 Appendices
Appendix A Forms
Appendix B Sample Terms of Reference
Appendix C Sample Conflict Resolution Guidelines
Appendix D Sample Decision Making Chart
Appendix E Framework for policy development and review
Appendix F Glossary of Anti-Oppression Terms
Appendix G Focus Group Findings
Appendix H References
24
Appe
ndic
es
Appendix A Forms
bull Plan for policy reviewbull Work planbull How accessible is this policybull How does this policy affect different peoplebull Policy gaps and what we can dobull Report of recommendations
25
Appendices
Plan for policy review
26
etaD aerA weiverotseicilopfotsiL
1raeY
2raeY
3raeY
Appe
ndic
es
Work plan
otsdeentahWneppah
siohWelbisnopser
sksaT eniLemiT
27
Appendices
How accessible is this policy
seYsdeeN
krownoitnettAfosaerA
aniycilopehtsInoitacoleerf-reirrab
nielbaliavaycilopehtsIstamroftnereffid
tuobatnemmocetivniewoDtamrofeht
ninettirwycilopehtsIrofysaesitahtegaugnal
dnatsrednuotstneilctsom
ylisaeebycilopehtnaCrehtootdetalsnart
segaugnal
tiohwyasycilopehtseoDstceffa
siohwyastiseoDrofelbisnopser
tignitnemelpmi
suoiravtcelferycilopehtseoDseulavdnasfeileblarutluc
ehtnissecorpasierehtfIspetsehteraycilop
otelbatpadadnaelbixelfsecnereffidetadommocca
etivniycilopehtseoDkcabdeefevigotelpoep
tahwtuobastnemmocdnasyasti
28
Appe
ndic
es
How does this policy affect different people
snoitseuQ noitnettAfosaerA
neebycilopehtsahwoHdetnemelpmi
evahsecitcarpdnaserudecorptahWdetluser
ycilopsihtmorfstifenebohW
woH
tifenebtonseodohW
woH
otsreirrabehtyfitnediuoynaCeraepyttahWstcapmielbatiuqe
)ctelaicnanifdetalsigel(yeht
dnasnoitseuqstnemmoctahWsihttuobaevahelpoepodstnialpmocserudecorpdnasecitcarpehtroycilop
detaercsahycilopsihttaht
ecivresffatsehtodtahWrosrebmemytinummocsresu
ycilopsihttuobayassreetnulov
29
Appendices
Policy gaps and what we can do
seYsdeeN
krownoitnettAfosaerA
wohyasycilopehtseoDeblliwelpoeptnereffid
detceffa
lliwelpoeptahttimdatiseoDsyawtnereffidnidetceffaeb
hguoneelbixelfycilopehtsItnereffidehtotdnopserot
elpoeptahtsecneirepxedevilevah
elbixelftonsiycilopehtfIehttahwyastiseod
otodlliwnoitazinagrosihtegnahc
egnahcrofnalpehtseoDsenilemitedulcni
wohyasycilopehtseoDrotupnievignacelpoepehtwohtuobakcabdeef
mehtstceffaycilop
edulcniycilopehtseoDdnasmronlarutlucesrevid
seulav
yehteratahW
30
Appe
ndic
es
Report of recommendations
noitadnemmoceR siohWelbisnopser
enilemiT
31
Appendices
Appendix B Sample Terms of Reference ndash Policy Review Committee
PreambleINSERT YOUR ORGANIZATION NAME is committed to applying an integrated anti-oppression frame-work to all undertakings of the organization To that end the organization will ensure that all poli-cies will be regularly reviewed and updated to reflect an integrated anti-oppression perspective
MandateThe mandate of the Policy Review Committee is to review the policies listed below with the objectiveof providing the organization with feedback and recommendations as to how the policies can betterreflect an integrated anti-oppression analysis The committee may also recommend the deletion oraddition of policies in this process
Type of Committee
The Policy Review Committee is a short term project based committee composed of communitymembers from the service area of YOUR ORGANIZATION NAME and frontline staff managementvolunteers Board and people who have accessed our service
Composition
Members should self-identify in one or more of the following waysbull racialized or aboriginalbull people who have little or no decision making power in the organization including service usersbull members of a marginalized groupbull representative of the demographic of organizationrsquos community
Timeline
The committee will complete the said work in a period of not longer than INSERT DATE HERE (3months from the start date of the review)
Deliverables Recommendations Report
Scope
Committee members shall have access to the policies of the organization mission statement by-laws salary grids collective agreements board meeting minutes complaints received strategicplan and all other relevant documents with the exception of the followingbull personnel filesbull in-camera Board meeting minutesbull client filesbull private legal material
32
Appe
ndic
es
Appendix C Sample Conflict Resolution Guidelines ndash Policy ReviewCommittee
PrinciplesIt is in places of conflict that the potential for change exists Conflicting ideas beliefs and valueswill ensure a rich dialogue and essential learning opportunities for everyone Committee membersare charged with reminding themselves that the committee exists in the service of the organizationwith the ultimate goal of better serving the community Each person on the committee has theresponsibility to deal directly with each other and commit to engaging with each other as allies inthis work
The organization will endeavor to assemble the relevant material that will be useful in meeting theobjectives of the committee prior to the beginning of the project and will ensure that any relevantmaterials will be delivered to the committee as quickly as possible
The decisions and recommendations of the committee do not bind the organization into action TheBoard of Directors andor Executive Director of the organization will review the recommendations ofthe committee and ultimately decide what can be instituted
Budget and Additional Resources
The Policy Review Committee has a budget of $$$$$ The budget will cover the committee costs- member expenses childcare travel long distance calls honorarium- meeting expenses accessible meeting room refreshments conference calls- accessibility expenses ASL interpretation note taking attendant care- supplies photocopying office supplies
Staff resource- maintain minutes and discussion notes for the committee- retrieve documents that the committee requires- assist in organizing meetings and refreshments for meetings
Meetings
Meetings will be held at an accessible meeting space ndash onsite at the organization if possible
The committee is responsible to elect co-chairpersons during the first committee meetingThe responsibilities of the co-chairs in consultation with the whole committee are tobull organize meetingsbull develop the agendabull organize committee communicationbull keep committee members on taskbull organize the completion of the final reportbull maintain communication with the organization including updates requests concerns etc
33
Appendices
34
Remember that resolving conflict does not necessarily mean that a person will change their view-point or opinion A resolution of conflict implies that each party has had the opportunity to sharetheir perspective be heard have opportunity for discussion and then have closure
How we deal with our colleagues when we have a different opinion or viewpoint can either open usup to new learning or shut us down The following are some key points to keep in mind
i Recognize that conflict is a healthy part of communication if all parties understand theirresponsibilities in the process
ii Parties should approach the process with the idea of creating a learning environmentiii Parties should be prepared to listen to each other ndash that is really listen without interrupt-
ing or preparing your argument in your headiv If you are challenging a statement made by another person ndash it is important to state
concisely where you believe the problem lies and if it furthers the learning moment tostate the impact on yourself
v Do not belabor the point or make comments about the otherrsquos motivation for the state-ment (ie They are ignorant bigoted etc)
vi The person who has been challenged should take away the information to think aboutwhere their learning lies ndash the statement back to the challenger should include how youwill approach the information that was shared with you from the other person
vii If you do not agree with the challengerrsquos view ndash further dialogue may be necessaryviii State your own view and where you believe the problem liesix Each person is responsible to think critically about the otherrsquos view with a goal of finding
common ground andor compromise andor the decision to agree to disagree ndash which isallowing space for differing points of view
x It is important that both parties do not disengage from the process by complaining orexpressing dissatisfaction about the other person to other people ndash that kind of behaviorlowers the integrity of the process and the party who engages in it
xi Try to understand each otherrsquos perspective without judging the person or making assump-tions about each other
Co-chairs responsibilitiesbull reminding members of the guidelines of conflict resolutionbull arranging time in the agenda to address conflict in the groupbull mediating conversations between the parties in conflictbull negotiating resolutionbull If the conflict is in regards to making a decision The co-chairs should refer to the decision
making guidelines
The guidelines presented above should not be used in situation of discrimination and abuse Inthose situations the committee should follow the procedures in the organizations anti-discriminationor anti-harassment policies
Appe
ndic
es
35
snoitpO snosaeRstifeneBrof
snosaeRsmelborPtsniagA
puorGnoisiceD
rofsnosaeRnoisiceD
Appendix D Sample Decision Making Chart ndash Policy Review Committee
Appendices
36
App
endi
x E
Fra
mew
ork
for p
olic
y re
view
and
dev
elop
men
t
We
deve
lope
d th
is fr
amew
ork
duri
ng th
e fir
st p
hase
of t
his
proj
ect
Its
purp
ose
is to
hel
p or
gani
zatio
ns u
se a
n in
tegr
ated
ant
i-opp
ress
ion
fram
ewor
k ap
proa
ch w
hen
revi
ewin
g an
d de
velo
ping
pol
icie
s
NOITSE
UQ
EG
NELLAH
CES
NOPSE
R
esoprupeht
sitah
Wrodna
ycilopsiht
foerudecorp
erusneotyrassecen
siycilop
aneh
wwonk
ottluciffid
ebn ac
tIruoy
tahterusne
otdna
seicilopyna
moot
gnitaercton
erauoy
ehtgniyfitnedI
stnemetats
gnitcilfnocgnika
mton
e raseicilop
edivorpsalle
wsa
sllaftipeseht
diovapleh
nacesoprup
otyrassecen
eblliw
serudecorptah
wdna
wohot
sanoi tcerid
esoprupeht
teem
bull bull bull bull
ycilopeht
rofelanoitar
ehtedivorP
tnetniytiuqe
ehtyfitnedi
ylraelCseitilibisnopser
evitalsigelyfitnedI
)s(ycilopetairporppa
ehtot
serudecorpkniL
tifycilop
ehtseo
Dycnega
ehtnihti
wnoissi
metad nam
rodnatne
metatsseulav
fotne
metatssfeileb
dna
woH
dnaetadna
mrieht
eniltuotaht
stnemetats
evahseicnega
ynaM
roFetadna
meht
teemlli
wyeht
wohtuoba
sfeilebrieht
elpmaxe
nasi
nemo
wllatsniaga
ecneloivlladne
otelpmaxe
er usneneht
tsum
wolloftaht
seiciloPtne
metatsnoissi
ma
fotsniaga
ecneloivgnitauteprep
tonsi
noitazinagroeht
tahtnoisserppo
ronoisulcxe
fomrof
ehtni
nemo
w
bull bull bull bull bull
fotne
metatsstnemucod
tnavelerllaweiveR
ctetnemetats
noissimetadna
msfeilebeht
stroppusycilop
ehtfi
enimrete
Detadna
mnoissim
seitiugibma
ehtyfitnedI
seulaveht
htiw
st sartnocycilop
ehtfi
enimrete
Dnoitazinagro
ehtfo
ycilopeht
oteka
mnac
uoysegnahc
ehtyfitnedI
tievorp
miot
tifyc ilop
ehtseo
Deht
htiw
snoitazinagronoitisoplacitilop
wo
H
tahtnoitisop
nasitrapa
naem
tonseod
noitisoplacitilopA
ynamrehtaR
ytraplacitilopralucitrap
astroppus
seussiralucitrap
nosnoitisopdepoleved
evahsnoitazinagro
noitazinagrotsini
mefa
ebya
mnoitazinagro
ruoyelp
maxeroF
dluow
serudecorpdna
seicilopruoy
noitazinagrotsini
mefa
sAytiuqe
yapeikro
wemarf
ytilauqesna
mow
awollof
ctestifenebrevigeracyli
mafdednapxe
bull bull
snoitisoplanoitazinagroeht
ssucsiddna
yfitnedItub
nettirwnu
erataht
seussilaicosgnidrager
esohtfo
emoS
noitazinagroruoy
nihtiw
tsixeyap
msireetnulovsvrobal
diapedulcniya
mcteseussi
htlaehlatnemytiuqe
-tne
metatsfeileb
aot
snoitisopetairporppa
ddAtsixe
tonseod
enofi
enoetaerc
ro
Appe
ndic
es
37
NOITSE
UQ
EG
NELLAH
CES
NOPSE
R
teem
ycilopeht
seoD
sdradnatsmu
minim
noitalsigelrobal
fosthgir
namuh
ycavirpnoitalsigelrednufnoit alsigel
dnastne
meergalautcartnoc
rehtostne
meerga
mehtdeecxe
tiseo
D
lautcartnocdna
evitalsigeltee
mylraelc
dluohsseiciloP
nettirw
si)noitalsigel
ytiuqeneve(
noitalsigeLseitilibisnopser
ehtno
desabsi
tahtkro
wemarf
erutluctnani
moda
morfeht
tcetorpot
keesyehT
spuorgsuonego
mohfo
noitpmussa
elpoepfo
sthgireht
ecnavdatonelpoep
dezilanigram
fosthgir
dnoyebog
dluohsseicilopkro
wemarflanoitcesretni
naylppa
oTsdradnatsla
minim
bull bull bull bull
snoitazinagroeht
dnatsrednudna
weiveR
waleht
rednuseitilibisnopser
seitilibisnopserdnatsrednu
dnastcartnoc
weiveRstcartnoc
fos
mreteht
rednullaf
snoitatcepxemu
minim
ehtereh
wyfitnedI
sseccaot
tnemevorp
midna
tnemecnavda
fot rohs
ytiuqedna
lauqetroppus
nacnoitazinagro
ruoysya
wyfitnedI
ytinutroppo
sihtseod
woH
erudecorpycilopeht
tc apmi
snoitazinagrotegdub
fI
mehttne
melpmi
ottcap
miyrategdub
evahod
seicilopyna
Mot
elbissopmi
emoceblli
wycilop
ehtdezingocer
tonsi
sihttub
ycilopdab
asi
tiesuaceb
ton-
dedracsideb
dnawollof
rofdetnuocca
tonere
wnoitatne
melpmi
fostsoc
ehtesuaceb
bull bull bull bull
htiw
detaicossastsoc
ehtllayfitnedI
ycilopeht
fonoitatne
melpmi
ralugerfo
trapera
stsoceht
erehw
yfitnedIedulcni
dluow
reganam
foyralaSei
-ssenisub
noisivrepusffats
stsoclanoitiddayfitne dI
ylgnidroccategduB
otelbisnopser
sioh
Wsi
ycilopsiht
erusnedna
dootsrednudecrofne
elbisnopsersi
ohw
etatsylraelc
tsum
serudecorpdna
seiciloPhcaEssenevitceffe
gnitaulavedna
gnirotinomtuo
gniyrracrof
detatsylraelc
e bdluohs
elorsnosrep
bull bull
diapnudna
diapfo
selorsuoirav
ehtyfitnedI
noitazinagroeht
fosreb
mem
ehttuo
yrraclliw
ohw
srebme
meht
yfitnedIsreb
mem
ehtetaulave
dnaesivrepusserudecorp
ycilopeht
etaulavedna
weiveretaerc
Appendices
38
NOIT
SE
UQ
EG
NELL
AH
CE
SN
OP
SE
R
eht
sita
hW
rof
msina
hcem
lacitirctnial
pm
ockca
bdeef
tegtaht
stnemucod
gnivileb
dluohsserudecorp
dnaseiciloP
ottnatrop
misi
tieroferehT
sevorpmi
gninraelruo
saretteb
rokcabdeef
edivorpnac
detceffaesoht
wohetats
yl raelcro
elbaeganamnu
evitceffenievorp
yehtneh
wfinialp
mocevisserppo
bull bull bull
seifitnediylraelc
tahtycilop
stnialpmoc
aetaer
Csreb
mem
diapnudna
diaprof
ssecorpeht
srebme
mytinu
mmoc
dnastneilcsresu
ecivrestI
elbisseccas i
ssecorpstnialp
moceht
erusnEyllacisyhp
nacsklof
erehw
decalpeb
dluohselbissecca
tnereffidni
dereffodna
tissecca
nialpraelc
ninettir
web
osladluohs
tIsta
mrofelpoep
ybdessecca
ebnac
titaht
osegaugnal
slevelycaretil
suoir avhti
wycilop
ehtrof
kcabdeefrof
ssecorpeht
yfitnedI
weiver
eb
ycilo
pe
htlli
ww
oH
otdetaci
nu
mm
oce
blli
wo
hw
eso
ht ti
yb
detceffa
ehtyb
detceffeesoht
llaot
tnediveeb
dluohscorpseiciloP
tnatropmi
sinoitacinu
mmoc
fonalp
agnitaer
Cse
moctuobull bull bull bull bull bull
elbisnopsereb
lliw
ohw
elpoepeht
folla
yfitnedIeb
lliw
ohw
esohtdna
noitatnemelp
mirof
noitatnem elp
mieht
ybdetcap
misdnik
tnereffideht
sseccafo
stniopeht
yfitnedIyrassecen
sseccafo
sepytdna
noitatnemelp
mirof
elbisnopseresoht
llaerusnE
seitilibisnopserrieht
tuobaraelc
eraot
ycilopetacinu
mmoc
otnalp
ehtyfitnedI
s rebme
mytinu
mmoc
dnastneilcsresu
ecivresrehto
dnaegaugnal
ycaretilsserdd
Aseussi
ytilibisseccaseussi
eseh tsserdda
otnalp
aetaer
C
Appe
ndic
es
39
NOITSE
UQ
EG
NELLAH
CES
NOPSE
R
weivereht
sitah
Weludehcs
ehtodlli
woh
W
weiver
deweiver
ebdluohs
stnemucod
gnivilsa
serudecorpdna
seiciloPdluohs
ssecorpehT
tnemevorp
mirof
yltnetsisnocdna
ylralugernI
kcabdeefrof
ytinutroppoedivorp
otsa
oseludehcs
aedulcni
dnaseicilop
ehtyb
detceffaesohtlla
morftupni
tegot
redrotahtnesohc
rodetov
ebdluohs
sreweiver
fomaet
aserudecorp
sevitcepsrepfo
esabdaorb
atneserper
bull bull bull
roylraey-
seicilopfo
weiverrof
enile
mita
teSylraey-ib
ebdluohs
tahtspuorg
redlohekatseht
yfitnedIytisrevid
otnoitnetta
htiw
weivereht
nidevlovni
dnassenevitceffe
ehtssessa
otsloot
edivorPycilop
hcaefo
ytiuqe
ycilopsiht
seoD
egnellahclahcrairtap
laicosevisserppo
wo
Hs
mron
gnignellahcflesti
nisi
krowe
marfdetargetni
nagniylppA
neebevah
sufo
ynam
sareve
woHs
mronerutluc
tnanimod
morftrats
dluohse
wsdradnats
naciremA
htroN
ybdenoitidnoc
nide
marfeblli
wserudecorp
dnaseicilop
ruotaht
esimerp
ehtksa
otevah
ew
eroferehTsfeileb
dnaseulav
erutluctnani
modgnidlohpu
tonera
ew
erusnetaht
snoitseuqfo
seiresa
sevle sruonoisserppo
fos
metsysdehcnertne
bull bull bull bull bull bull bull
noisserppodna
yhcrairtapfo
seussieht
yfitnedIycilop
hcaeni
tnerehninihti
wseussi
esehtegnellahc
otwoh
ezigetartSnoitazinagro
ruoygnika
mnoisiced
ehtni
ycnerapsnarteht
weiveRsessecorp
seodtah
Weisevlesruoyrof
snoitseuqetaerC
noitazinagroruo
niekil
koolre
wopycilop
ehtmorf
stifeneboh
wyfitnedI
revore
wopa
dlohpuseicilop
hcihw
enimrete
Dkro
wemarf
emit-lluf
derihsteg
ohWei
-snoitseuq
ksAsi
erehW
denimreted
sihtsi
woH
emit-trap
senimreted
ohW
tegdubeht
nitneps
yenom
seitiroirp
Appendices
40
NOITSE
UQ
EG
NELLAH
CES
NOPSE
R
ehteblli
wtah
Wno
tcapmilaitnereffid
spuorgdezilanigra
m
dnatsrednuot
tnatropmi
sitI
emas
ehtnae
mton
seodlauqEyfitnedi
otspuorg
tnereffidno
seicilopfo
stcapmi
suoiraveht
foytilibissecca
troppusot
wohdna
eilsreirrab
ehtereh
wspuorg
suoiravrof
secivresdna
tnemyolp
me
bull bull bull bull
fos
mitcivera
ohw
elpoepfo
spuorgyfitnedI
noisserppoci
metsysspuorg
suoiravno
stcapmi
ehtyfitnedI
dnaytiuqe
ecnavdataht
stcapmi
hsiugnitsiD
tonod
tahtesoht
sseccaot
sreirrabegnahc
otsya
wezigetartS
ycilopehtlli
wwo
Hnoisserppo
egnellahcnoisserppo
cimetsys
rofseicilop
weiveR bullmsicar
bullaibohpo
mohmsixesoreteh
bullmsielba
bullmsiega
bullmsixes
bullmsirtneconhte
bullmsissalc
bullmsiti
mes-itnabull
msibarA-itnabull
noitanimircsid
suoigilerbull
msilainoloc
bull bull bull
tsrifnretse
wa
sahycilop
ehtfi
enimrete
D
weivdlro
wtuoba
noitpmussa
narof
ycilopeht
ssessAnoitautis
cimonoce-oicos
dnaegaugnalytilibafo
secnereferrof
egaugnaleht
weiveRsnoitp
mussasuoigilernoitazinoloc
Appe
ndic
es
Appendix F Glossary of Anti-Oppression Terms
Ableism Prejudice and discrimination against people living with mental emotional and physicaldisabilities or differences People living with disabilities experience this discrimination segrega-tion and isolation because of peoplersquos prejudices and institutional barriers not because of thedisability or difference itself Deaf Deafened and Hard of hearing people historically have experi-enced systemic ableist oppression as well
Anti-Semitism Discrimination or violence against Jews Judaism and the cultural intellectualand religious heritage of Jewish people The word Semite literally refers to ldquoany of the peoplessupposed to be descended from Shem son of Noah especially the Jews Arabs Assyrians andPhoeniciansrdquo However Anti-Semitism is mostly used to refer to prejudice discrimination andviolence directed at Jews
Class Economic and social groups People in the higher classes make decisions about theeconomy while other people work for wages or are kept out of the economy The things that markdifferences between classes include peoplersquos ability to meet their basic needs their level ofincome wealth and formal education and their connections with people and institutions thathave influence and power In the current economic structure rich people got their wealth bytaking advantage of people at the bottom and middle of the class structure
Classism Any practices and beliefs that judge and value people according to their social class orthe social class that other people assume they belong to Most workplaces use classist languagethat reflects and reinforces the social hierarchy For example they undervalue the work of sup-port staff and decisions do not include the knowledge and opinions of these workers
Colonialism When a foreign power dominates and exploits an indigenous group by taking theirland and resources and using them as cheap labor in order to make money It also means spe-cific era between the 1700s and 1900s when European countries expanded into the Americasand countries of the global South In Europe people justified these practices using racial doc-trines These ideas about hierarchies of race are still widespread Uncovering and challengingthe ideas and ongoing practices of colonialism are important parts of racial equity work
Culture The collective experience beliefs values knowledge economy and ways of life of agroup of people who share past or current experiences Culture changes constantly it is notstatic Every culture is shaped by the land and spaces people inhabit together Individual andgroup culture can also be shaped by language religion racialization gender experiences ofmigration and immigration social class political affiliation family influences age sexual orien-tation geographic origin ethnicity experiences of discrimination or lack of discrimination andexperiences fighting oppression
Disenfranchised Not having full rights as a citizen or not being able to fully participate as amember of the community
41
Appendices
Dominant Culture The beliefs values and judgments of groups with social power The dominantculture is created and maintained by people in the dominant social group People who do notbelong to the dominant group often believe that these values beliefs and judgments are trueinstead of seeing how they reflect the interests of people in power
Dominant group People whose social identity gives them power and privilege In most parts ofCanada dominant identities are White male English-speaking heterosexual able-bodied Chris-tian affluent and middle class thirty to sixty-five years of age university educated from centralCanada Many people have one or more dominant identities
Equity Peoplersquos rights as individuals or members of a group to an equitable share of theresources and influence in society Equity work analyses and challenges unfair systems andpractices and works towards creating outcomes and access that benefit people equally
Exploitation Taking unfair advantage of a person or a group for onersquos own gain or advantageExploitation can be systematic or individual
First Nations A term that reflects the process some Aboriginal peoples in Canada have used toname themselves The word ldquofirstrdquo recognizes the fact that Aboriginal peoples are the originalinhabitants of what is now called Canada The word ldquonationrdquo stresses the fact that Aboriginalpeoples are political collectives who had their own forms of government before Europeans beganto settle here Many First Nations peoples are fighting to re-establish that sovereigntybull The term also refers to a group of Aboriginal people who were previously called a ldquoBandrdquo by
the Department of Indian Affairsbull ldquoFirst Nationrdquo can also mean a group or several groups of Aboriginal people who have the
same ethno-cultural background
Gender identity Features that are tied to how an individual thinks of themselves as a man or awoman A personrsquos gender identity may not be the same as their biological sex
Gender roles The culturally specific behaviors and appearances constructed by a culture todefine what is expected of women and men The expectations of femininity and masculinity areimposed on individuals according to their biological sex
Harassment Persistent ongoing behavior conveying negative attitudes towards an individual orgroup to make them feel intimidated and humiliated Harassment is an exercise of power Itincludes any action that a person knows or should know is not welcome Harassment includesname-calling jokes slurs graffiti insults threats rudeness and crude gestures verbal or physi-cal abuse Human Rights Codes in most provinces prohibit harassment based on race religionsex ethnicity and the other prohibited grounds for discrimination
Heterosexism All practices that convey the message that heterosexuals are better than otherpeople including the assumption that everyone is or must be heterosexual It operates like otherforms of prejudice and discrimination giving privilege and rights to members of the dominantgroupndashheterosexualsndashand not to gay or lesbian people
42
Appe
ndic
es
Hierarchy A system that gives individuals or groups different positions and power People andgroups with a higher rank have more power resources and value than individuals or groups witha lower rank For example in a patriarchy men are given more value than women
Immigrants People who have arrived and settled in Canada in their lifetime Sometimes peopleuse the word incorrectly to refer to Canadian-born racialized people because they assume thatall racialized people were born elsewhere
Inclusive Making sure that all members of the community are represented or involved in allaspects of the community
Integrated Combining information and values from a variety of people and sources in order toget a fuller result that is more inclusive
Islamaphobia The systemic ways and individual practices of racism that target Arab people andhave particular impact on them Some examples include negative stereotyping of Muslim peopledepicting Islam as essentially violent and fundamentalist assuming that all Arabs are Muslimand all Muslims are Arabs
Landed immigrant Persons with legal status who are permanent residents of Canada ratherthan visitors refugee claimants temporary workers or citizens
Marginalization A process that keeps groups or individual from having access to all or part ofthe resources and activities of the community
Oppression When one social group takes advantage of another social group either knowinglyor unconsciously Oppression gives the dominant group privilege and marginalizes anddisenfranchises the subordinated group The dominant social group can use force or social insti-tutions and resources to achieve oppression After a time individual members of the dominantgroup do not need to do anything and unequal treatment becomes so much a part of the socialinstitutions and structures that it seems normal
People of colour Any person who is not White or Aboriginal This term was first adopted in theUnited States by racialized people who were trying to name themselves with a positive identityrather than as ldquonon-whitesrdquo ldquocolouredrdquo ldquoethnicsrdquo or ldquovisible minoritiesrdquo
Privilege Unearned power that gives members of the dominant group economic social andpolitical advantages Privilege also means rights that everyone should have but that are deniedto some people
Racism Any aspect of Canadian society that openly or subtly makes White people and Whitenessnormal and valuable while making racialized communities invisible or devaluing stereotypingand labeling people of colour as ldquoothersrdquo who are different or inferior
43
Appendices
Individual racism The beliefs attitudes and actions of individuals that support or maintainracism Individual racism can be conscious or unconscious It can be active or passive
Institutional racism The network of structures policies and practices in systems and institutionsthat give White people advantages and that discriminate oppress and disadvantage racializedpeople
RacializationRacialized Racial identities are not fixed categories They are shaped by historynationality gender class and identity politics Racial designations often differ from country tocountry The term racialization or racialized makes explicit the ways in which we are socialized todifferentiate groups of people on the basis of superficial physical characteristics where White isthe norm It emphasizes the active process of categorizing people while at the same time reject-ing ldquoracerdquo as a scientific category
Refugee Persons who have to flee their country because they have a ldquowell-foundedrdquo fear ofpersecution based on race religion nationality political opinion or membership in a particularsocial group
Religious discrimination Any institutional or individual practices that exclude and discriminateagainst a person because of their religion In Canada many workplaces do not provide equitablyfor all religions Recently the Supreme Court has ruled that employers must accommodate em-ployees whose religious observances are not recognized in the Christian-based statutory holidayssuch as Easter and Christmas Religious discrimination is often linked to other forms of discrimi-nation For example Irish Catholics were often marked by their class ethnic origins and lan-guage as well as their Catholicism Racialized Muslims often experience racism mixed withreligious discrimination
Sexism Systemic and individual practices that give men privilege make women subordinate andthat shame values identified with women
Social Location or Social Identity A personrsquos membership in a socially constructed groupThese groups are often identified according to superficial characteristics such as skin colourcountry of origin religious beliefs body form etc
Structural This approach to equity work believes that the thoughts and behaviors of the indi-vidual are created and guided by various social structures such as capitalism andor neo-liberal-ism and are therefore limited The focus for change is raising awareness of the limits and chal-lenging the structures
Systemic racism The conscious or unconscious policies procedures and practices that excludemarginalize and exploit racialized people Systemic racism is supported by institutional powerand by powerful ideas often unexamined ones which make racism look normal and justified Forexample institutions that do not have effective complaints procedures or performance appraisaland promotion processes that use equity competencies make it possible for individuals to beracist
44
Appe
ndic
es
45
Transgender person A person who is not comfortable with or who rejects some or all of thegender identity given to their biological sex This is an umbrella terms used to describe trans-sexuals transvestites or cross-dressers and intersex people
Transsexual Someone who has a very strong feeling that they are living in the wrong sex A maletranssexual needs to live as a woman and a female transsexual needs to live as a man Somebut not all transsexuals have surgery to reassign their sex Some have procedures to partiallyreassign their sex and some use hormone therapy A transsexual can be heterosexual homo-sexual or bisexualWhite Refers to people belonging to the dominant racial group enjoy skin privilege in NorthAmerica Australia New Zealand and anywhere European colonialism has created racial inequityThe term ldquoWhiterdquo is capitalized for different reasons than other racial designations ndash Aboriginaland Black The latter identities are claimed with pride in opposition to the names imposed bydominant White society One of the ways that racism operates is to leave the racial identity ofWhite people unidentified ldquoWhiterdquo is capitalized to interrupt the privilege of having Whitenessgo unnamed
White Supremacy A system based on assumption of the ldquorightness of Whitenessrdquo in whichpolitical economic and social systems result in White people having more privilege and powerthan racialized people
many of the terms in the glossary were adapted with permission from Dancing on Live Embers ChallengingRacism in Organization by Tina Lopes and Barb Thomas Toronto Between the Lines 2006
Appendices
Appendix G Focus Group Findings
The following points are the relevant themes that emerged from the focus groups The groups wereasked to answer the following questions
1 How well has your organization and the various sectors practiced an integrated approach to anti- oppression
bull overall feeling that most are doing pretty good workbull some feel frustrated that the policies etc are not fully put into practice by all staff at an
agencybull feeling that the work is silorsquod and separated ndash working on one oppression at a timebull that the work is framed from a white middle class perspectivebull the work is not happening fast or often enough ndash ie deaf woman services gaps and barriers
2 What are the effective practices in the various areas ie policies programming outreach training org development
bull be committed inventive constantly evolve vigilantbull open to change pushing for changebull inclusion at all levels of an organization working together on committees and groupsbull engage diversity responsive to different needs
3 Where are the challengesbull funding shortages piecemeal and targeted on specific groups onlybull lack of accountability lack of clear policies and proceduresbull lack of inclusivity and diversitybull lack of time to be together communicate etcworkloads of service providersbull silorsquod workbull systemic exclusion internal and societal institutions
4 Visions and suggestions for changebull core guidelines with key values ndash written down and put into practicebull accountability in staff and managementbull commitment from all levelsbull everyone open to challengebull look at themes not populationsbull community drivenbull training and toolsbull fully funded and supported by structures
5 Who would take up the facilitation of changebull not one personbull coalitionsbull community groupsbull all levels of organization including service users
46
Appe
ndic
es
Recommendation(s)
a Conduct a review of existing policies procedures and practices that organizations feel repre-sent their best efforts of an integrative anti-oppressive framework
b Working groups should be created to develop the most effective integrative policies andprograms The groups should include diverse members from different social locations com-munities and be representative of all levels of the organization including service users
c Organizations must support this work by allocating time personnel and resourcesd Organizations must demonstrate commitment to the work by reviewing all policies proce-
dures and programs through the lense of an integrative anti-oppressive frameworke A tool kit should include templates of policies and procedures to simplify the writing of work
done by the committeesworking groupf This work is not static and must be revisited regularly in order to incorporate new informa-
tiong Organizations should offer regular training and workshops on how to put an integrative anti-
oppression framework into practiceh Organizations must hold staff and volunteers accountable to adhering to agency practice by
offering training and supervision including key values in mandate and mission statementsand integrative anti-oppressive practices in personnel and volunteer policies
Focus group participants
The following organizations participated in focus groups in 2005-06 for the Integrative Anti-Oppression Project
Woman Abuse CouncilFCJ Refugee Centre519 Community CentreNelliersquosSpringtidersquos Women with Disabilities ProgramToronto Rape Crisis CentreMulticultural Women Against RapeCentral Neighbourhood HouseAccess Alliance Multicultural Community Health CentreA Commitment to Training and Employment for Women (ACTEW)Arab Community Centre of TorontoAssaulted Womenrsquos HelplineBarbara Schlifer Counselling ClinicBlack Creek Community Health CentreCentral Family IntakeErnestine Womenrsquos ShelterFamily Services AssociationFlemingdon Neighborhood ServicesKorean Canadian Womenrsquos Association
47
Appendices
Macaulay Child Development CentreSt Christopherrsquos HouseSt Joseph Womenrsquos Health CentreSt Michael HospitalStonegate Community Health CentreUrban Alliance on Race RelationsWomenrsquos Counselling Referral and Education CentreYorktown ShelterYWCA
48
Appendix H References
Dancing on Live Embers Challenging Racism in Organizations Tina Lopes and Barb Thomas Be-tween the Lines Toronto 2006
Campbell C (2003) Anti-oppressive social work Promoting equity and Social Justice Editor DrCarolyn Campbell Halifax Nova Scotia Dalhousie UniversityRetrieved Jan 22 2008httpaoswsocialworkdalcawhatisaoswhtml
Roundtable on Anti-Oppression Politics in Anti-Capitalist Movements Edited by Sharmeen Khan ndashparticipants in the roundtable Kirat Kaur Junie Deacutesil Gary KinsmanRetrieved Jan 22 2008httpuppingtheantiorgnode1380
Williams C (2003) ldquoSeeking Cultural Competence What Is It How Do You Develop It and How DoYou Know When Yoursquove Got Itrdquo In WShera (Ed) Emerging Perspectives on Anti-Oppressive Practice(pp 265 - 278) Toronto Canadian Scholarsrsquo Press Inc
- Front Page1-1
- ManualModEN2
- ManualModEN3
- ManualModENCon
-
Applying Integrated Anti-oppression To Policies
Step 4 Review the organizationrsquos policies
Once the committee is ready to begin work it should review each policy We have developed ques-tionnaires to help facilitate discussion of the three vital questions at this stage of the processnamely
bull how accessible is the policybull how are different people affected by the policybull how can the policies be changed to truly include everyone
Blank copies of these questionnaires are included in Appendix A
To help you understand how to use these tools we have included questionnaires that have beencompleted in response to the following policy provided by Springtide Resources Please note thatthis is an old version of one of our policies Springtide Resources has recently used the integratedanti-oppression framework to update all of its policies
Sample policy ndash PAID HOLIDAYS(from Education Wife Assault (EWA)ndash the name for Springtide Resources before 2006)
EWA staff will be paid for ten statutory holidaysNew Yearrsquos Day Canada day Thanksgiving Day BoxingDay Good Friday Christmas Day Labor Day Victoria DayEaster Monday Civic Holiday
A religious holiday of the employeersquos choice may be substituted forEaster Monday
Permanent part-time staff who work 21 hours a week are entitled to allstatutory holidays
Building Closure
When the EWA offices are closed between Christmas and New Yearrsquosemployees will be paid for these days
14
Appl
ying
Inte
grat
ed A
nti-o
ppre
ssio
n To
Pol
icie
s
How accessible are your policiesThe questions in this section are designed to help you think about whether the policy documents areaccessible ldquoAccessiblerdquo includes where the policy is physically located its format and how mean-ingful the policy is The best policies will be representative and make sense to a variety of users
To make policies accessible you should aim toKeep the policies in a place where anyone who wants to read them can access themwithout barriersMake sure that the policies can be and are translated into different and appropriatelanguage and cultural interpretations as well as physical formatsUse language that is clear and direct rather than full of jargonUse wording that makes the policy intentions easy to understandHave a clear statement about who the policy applies to and who is responsible forputting it into practiceBeing flexible in the policy to allow for different cultural beliefs and values unlessthere are legal reasons to limit your flexibility
Questions for discussionTo check your policies for accessibility use these questions in your discussion
1 Is the policy in a barrier-free location
2 Is the policy available in different formats Do we invite comment about the format
3 Is the policy written in language that is easy for most clients and all staff to understand Lookfor jargon that only makes sense to workers in your organization but is not recognized by others
4 Can the policy be easily translated to other languages
5 Does the policy say who it affects Does it say who is responsible for implementing it
6 Does the policy reflect various cultural beliefs and values This question can lead to a toughdiscussion about cultural beliefs and values that may undermine social equity There are nofast and easy answers but again the policies should be living documents that change and adaptto our new information and knowledge about difference
7 If there is a process in the policy are the steps flexible and adaptable to accommodate differ-ences
8 Does the policy invite people to give feedback and comments about what it says
Record your decisions on the form ldquoHow accessible is this policyrdquo This form is on page 28 (AppendixA)
15
Applying Integrated Anti-oppression To Policies
Here is how we used our questionnaire to assess our policy about Paid Holidays
How accessible is this policy
16
seYsdeeN
krownoitnettAfosaerA
aniycilopehtsInoitacoleerf-reirrab
X ehtnoyllacinortceleelbaliavaylnOrevres
seicilopehtsseccanacffatsylnO
tnereffidnielbaliavaycilopehtsIstamrof
ehttuobatnemmocetivniewoDtamrof
X
X
ffodetnirpnehw-tnirpnielbaliavaylnOrevreseht
enoynamorfkcabdeefdeticilostnevaH
egaugnalninettirwycilopehtsIdnatsrednuotysaesitaht
X yrotutatSeinograjemossesUdetlitssiegaugnaL
nepogninaemehtsevaelegaugnalemoSnoitaterpretniot
ylisaeebycilopehtnaCsegaugnalrehtootdetalsnart
X
tiohwyasycilopehtseoDstceffa
rofelbisnopsersiohwyastiseoDtignitnemelpmi
X seeyolpmednaffatsemit-trapseifitnedIrofelbisnopsersiohwyfitneditonseoD
noitatnemelpmieraffatsrehtowohyfitneditonseoD
detceffa
suoiravtcelferycilopehtseoDseulavdnasfeileblarutluc
X emitdiaptegelpoepdnadesolcsieciffOsyadilohnaitsirhCrofffo
rosnoitarbeleclarutlucsyadilohrehtOdenoitnemtoneraslautir
ycilopehtnissecorpasierehtfIdnaelbixelfspetsehtera
etadommoccaotelbatpadasecnereffid
X dewollasinoitutitsbusenO
otelpoepetivniycilopehtseoDstnemmocdnakcabdeefevig
syastitahwtuoba
X gniydemeryfitneditonseodycilopehTspets
wohyfitnedirokcabdeefticilostonseoDsmelborpehtsserddaot
Appl
ying
Inte
grat
ed A
nti-o
ppre
ssio
n To
Pol
icie
s
How do our policies affect different peopleThe questions in this section are designed to facilitate discussion about the impacts of policies ondiverse lived experiences Some questions can be answered with yes or no responses and othersrequire more information The term ldquoimpactrdquo in this context is used in a broad sense to refer to bothbenefits and restrictions
To consider how people are affected you should aim for a policy thataffects people equitablyincorporates values that are of similar importance for people with different livedexperiencessays what it does not do and outlines steps to changewas created with input from the range of people who are affected by it
Questions for discussionTo check how your policies affect different people use these questions in your discussion
1 How has the policy been implemented What procedures and practices have resulted
2 Who benefits from this policy How
3 Who does not benefit How
4 What are the barriers to equitable impacts What are the kinds of barriers (legislated finan-cial etc)
Record your decisions on the form ldquoHow does this policy affect different peoplerdquo This form is onpage 29 (Appendix A)
17
Applying Integrated Anti-oppression To Policies
Here is how we used this questionnaire to assess our policy about Paid Holidays
How does this policy affect different people
noitseuQ noitnettAfosaerA
detnemelpmineebycilopehtsahwoHevahsecitcarpdnaserudecorptahW
detluser
ecitcarP rosivrepusriehttelyllabrevffatSasekamdnasyadilohgnihctiwserayehtwonk
teehsemitrehnoetonecitcarP diaprofelbigiletoneraohwffats
krowtsumsyadtatsnokrowotesoohcohwroemitemohmorf
enoyreveerusneotroycnetsisnocrofserudecorpoNycilopehtwollofotwohswonk
ycilopsihtmorfstifenebohW
woH
syadilohnaitsirhCetarbelecohwffatS
tegyehTohwsrehtohtiwyojneotffoemitdiap-
syadilohlarutlucrosuoigilerralimisetarbelecemocnitsolon-
tifenebtonseodohW
woH
yehtesuacebetarbelectonodohwffatSdesolcerasrehtoynamnehwkrowodotyrt-secifforehtoynamnehwffoemitekattsum-
nepoeraffoemittegotelggurtstsum-
yehtesuacebelbigiletoneraohwffatSdnaemocnignisolneewtebesoohctsum-
)etarbelecyehtfi(yadilohnokrowotgnivah
otsreirrabehtyfitnediuoynaCyehteraepyttahWstcapmielbatiuqe
)ctelaicnanifdetalsigel(
ffoemitdiapdetalsigeL
llaevigotdroffatonnac-stniartserlaicnaniFffoemitdiapffats
tnemucodotecalpniserudecorpevahotevaHsesoprupytilibailrofstnemegnarraevitanretla
dnasnoitseuqstnemmoctahWycilopsihttuobaevahelpoepodstnialpmoc
serudecorpdnasecitcarpehtrodetaercsahycilopsihttaht
ytinummocsresuecivresffatsehtodtahWsihttuobayassreetnulovrosrebmem
ycilop
ynaedivorpdluohsnoitazinagroehTdnalamroftuobaevahyehtnoitamrofni
ehtotycilopsihttuobastnialpmoclamrofniweiverrofeettimmoCyciloP
18
Appl
ying
Inte
grat
ed A
nti-o
ppre
ssio
n To
Pol
icie
s
What are the gaps in policy and what can we do to make changesThe questions in this section are exploratory to help begin discussions to identify gaps and generateideas for change Use a flipchart with the questions as headers This will allow everyone to contrib-ute and build on the information and ideas
Questions for discussion
1 Does the policy recognize and identify how different people will be affected
2 Is the policy flexible enough to respond to the different lived experience that people have
3 If the policy is not flexible does it say what the organization will do to change this Does theplan for change include timelines
4 Does the policy say how people can give input or feedback about how the policy affectsthem What comments questions and complaints do people have about this policy or thepractices and procedures that this policy has created
5 Does the policy include diverse cultural norms and values What are they
Record your decisions on the form ldquoPolicy gaps and what we can dordquo This form is on page 30 (Ap-pendix A)
19
Applying Integrated Anti-oppression To Policies
Here is how we used this questionnaire to assess our policy about Paid Holidays
Policy gaps and what we can do
20
seYsdeeN
krownoitnettAfoaerA
tnereffidwohyasycilopehtseoDdetceffaeblliwelpoep
X ybstcapmilaitnereffidseifitneditIdnaffatsemittrapgnigdelwonkca
-retsaEetarbelectonodohwesohtsrehtoon
othguoneelbixelfycilopehtsIdeviltnereffidehtotdnopser
evahelpoeptahtsecneirepxe
X ehtotsseccaffatsemittrapsreffOylno-ffoemityadilohnaitsirhCdiap
)sruoh12revo(ffatsemittrapniatrecdeifitnedisrehtoon-
tiseodelbixelftonsiycilopehtfIodlliwnoitazinagroehttahwyas
sihtegnahcot
edulcniegnahcrofnalpehtseoDsenilemit
X
X
oN
oN
elpoepwohyasycilopehtseoDtuobakcabdeefrotupnievignac
mehtstceffaycilopehtwoh
X deticilostonsinoitamrofnioN
esrevidedulcniycilopehtseoDseulavdnasmronlarutluc
yehteratahW
X ssalcfonoitingoceremossierehTotsrekrowemittraprof-seussi
emostifenebyadilohsuoigilerenosierehT
emos-dewollanoitutitsbusecnereffidfonoitingocer
Appl
ying
Inte
grat
ed A
nti-o
ppre
ssio
n To
Pol
icie
s
Step 5 Make recommendations
Once the committee has assessed the policies it must create a report that outlines its recommenda-tions The report should summarize how each policy could be improved To come up with recommen-dations for improving each policy the committee can review comments from the questionnaires
The main question in this step of the process is What would improve this policy so that it inte-grates anti-oppressive practice Use flipchart paper to record ideas This allows committee mem-bers to share information and build upon each otherrsquos ideas
Facilitate the discussionThere will be different perspectives and ideas about what changes will benefit people and how toaccomplish these changes Because of this there is potential for conflict Here are some hints tohelp make sure that this discussion will lead to recommendations that can help your organization
Ask the committee to choose a facilitator for the discussion Their role isto support everyone in being heardto solicit all ideas and perspectivesto make sure that opposing viewpoints or challenges are given and received in afriendly and open mannerto help the committee build consensus andto finalize recommendations
The facilitator should not offer ideas to the discussion Their role is to help make sure all of thecommitteersquos ideas are recorded The organization may choose to hire an outside facilitator for thispart of the discussion
Have the facilitator review the committeersquos Terms of Reference and Conflict Guidelines Remindeveryone that this is ongoing work
Write a reportFor each policy the committee should write a recommendations report
This report has three columns
Write the committeersquos recommendations in the left-hand column The recommendations may rangefrom fairly simple to quite complex They can be one-time actions or multi-staged changes
The committee should leave the two columns on the right empty ndash these will be filled out by deci-sion-makers in the organization They will review the recommendations and decide what to do withthem
noitadnemmoceR elbisnopsersiohW enilemiT
21
Applying Integrated Anti-oppression To Policies
Assessing the recommendationsAs soon as possible the decision-makers in the organization should review the recommendationsand fill out the right-hand columns of the recommendations report The management or Board ofDirectors must decide Who is responsible They must also set a Timeline
The organization is not required to act immediately on all of the committeersquos recommendationsSome recommendations may not be possible or viable in the immediate future and may need longerterm planning
To decide how to implement the recommendations the decision-makers should considerbull how urgent the issue isbull the workloads of the staff involved in changing the policybull the fiscal timingbull what research the organizations needs andbull how much time the organization needs to prepare
For example a policy change that does not involve employment standards or financial supports couldbe implemented fairly quickly A policy change that involves rewriting translating and adaptingpolicies will takes time so it may not be implemented until well after the organization has finishedtaking care of its year-end reporting responsibilities
Once the Board or management has done this work they should give copies of their completedreport to every member of the committee and to all staff volunteers and community members whoare affected by the policy This helps keep the policy process open and helps people feel that thepolicy process is collaborative among everyone in the organization
Use the ldquoReport of recommendationsrdquo chart on page 31 (Appendix A) to record your decisions
22
Appl
ying
Inte
grat
ed A
nti-o
ppre
ssio
n To
Pol
icie
s
Here is a sample report of recommendations
Report of recommendations
23
noitadnemmoceR elbisnopsersiohW enilemiT
diapwollaottnemetatsycilopegnahCsuoigileraevahtahtsyadilohyrotutats
yllacificepsnoitcennoclarutlucroyadirFdooGyaDgnixoByaDsamtsirhC
otyaDsraeYweNdnayadnoMretsaErosuoigilerhtiwdegnahcxeeb
toneratahtsetadtnatropmiyllarutlucsdradnatstnemyolpmeehtnideifitnedi
tca
ehtfoeettimmoCyciloPsrotceriDfodraoBrotceriDevitucexE
shtnom6nihtiW
neewtebeciffoehtesolctonoDdaetsnIsraeYweNdnasamtsirhC
tahtsyadretaolfsaesohtreffoyehtrevenehwekatnacseeyolpme
esoohc
ehtfoeettimmoCyciloPsrotceriDfodraoBrotceriDevitucexE
shtnom6nihtiWtxenehterofeb(
)erusolc
nitnemyolpmefoslevelehtllayfitnedItcartnocsahcusnoitazinagroeht
sruoh12nahtsselemit-trapsrekrowrofseifilauqhcaerehtehwyfitnedIcte
ffoemitdiap
ehtfoeettimmoCyciloPsrotceriDfodraoB
shtnom3nihtiW
hcussmretniatrecfosnoitinifedddAycilopehtotsyadilohyrotutatssa
oiratnOehtotecnereferekaMtahtnoitalugeRsdradnatStnemyolpmE
ycilopsihtstceffa
ehtfoeettimmoCyciloPsrotceriDfodraoB
shtnom3nihtiW
ycilopehtfoypocdrahatuotnirPseiciloprehtohtiwrednibanitituP
siohwenoyreveerehwrednibehtecalPdnatisseccanacycilopehtybdetceffa
tidaer
rotceriDevitucexEsreganaMmargorP
shtnom3nihtiW
emitynanisyadfoegnahcxeedulcnIswonkenoyrevetahtoserudecorpffo
odottahw
rotceriDevitucexEsreganaMmargorP
shtnom6nihtiW
Appendices
Part 3 Appendices
Appendix A Forms
Appendix B Sample Terms of Reference
Appendix C Sample Conflict Resolution Guidelines
Appendix D Sample Decision Making Chart
Appendix E Framework for policy development and review
Appendix F Glossary of Anti-Oppression Terms
Appendix G Focus Group Findings
Appendix H References
24
Appe
ndic
es
Appendix A Forms
bull Plan for policy reviewbull Work planbull How accessible is this policybull How does this policy affect different peoplebull Policy gaps and what we can dobull Report of recommendations
25
Appendices
Plan for policy review
26
etaD aerA weiverotseicilopfotsiL
1raeY
2raeY
3raeY
Appe
ndic
es
Work plan
otsdeentahWneppah
siohWelbisnopser
sksaT eniLemiT
27
Appendices
How accessible is this policy
seYsdeeN
krownoitnettAfosaerA
aniycilopehtsInoitacoleerf-reirrab
nielbaliavaycilopehtsIstamroftnereffid
tuobatnemmocetivniewoDtamrofeht
ninettirwycilopehtsIrofysaesitahtegaugnal
dnatsrednuotstneilctsom
ylisaeebycilopehtnaCrehtootdetalsnart
segaugnal
tiohwyasycilopehtseoDstceffa
siohwyastiseoDrofelbisnopser
tignitnemelpmi
suoiravtcelferycilopehtseoDseulavdnasfeileblarutluc
ehtnissecorpasierehtfIspetsehteraycilop
otelbatpadadnaelbixelfsecnereffidetadommocca
etivniycilopehtseoDkcabdeefevigotelpoep
tahwtuobastnemmocdnasyasti
28
Appe
ndic
es
How does this policy affect different people
snoitseuQ noitnettAfosaerA
neebycilopehtsahwoHdetnemelpmi
evahsecitcarpdnaserudecorptahWdetluser
ycilopsihtmorfstifenebohW
woH
tifenebtonseodohW
woH
otsreirrabehtyfitnediuoynaCeraepyttahWstcapmielbatiuqe
)ctelaicnanifdetalsigel(yeht
dnasnoitseuqstnemmoctahWsihttuobaevahelpoepodstnialpmocserudecorpdnasecitcarpehtroycilop
detaercsahycilopsihttaht
ecivresffatsehtodtahWrosrebmemytinummocsresu
ycilopsihttuobayassreetnulov
29
Appendices
Policy gaps and what we can do
seYsdeeN
krownoitnettAfosaerA
wohyasycilopehtseoDeblliwelpoeptnereffid
detceffa
lliwelpoeptahttimdatiseoDsyawtnereffidnidetceffaeb
hguoneelbixelfycilopehtsItnereffidehtotdnopserot
elpoeptahtsecneirepxedevilevah
elbixelftonsiycilopehtfIehttahwyastiseod
otodlliwnoitazinagrosihtegnahc
egnahcrofnalpehtseoDsenilemitedulcni
wohyasycilopehtseoDrotupnievignacelpoepehtwohtuobakcabdeef
mehtstceffaycilop
edulcniycilopehtseoDdnasmronlarutlucesrevid
seulav
yehteratahW
30
Appe
ndic
es
Report of recommendations
noitadnemmoceR siohWelbisnopser
enilemiT
31
Appendices
Appendix B Sample Terms of Reference ndash Policy Review Committee
PreambleINSERT YOUR ORGANIZATION NAME is committed to applying an integrated anti-oppression frame-work to all undertakings of the organization To that end the organization will ensure that all poli-cies will be regularly reviewed and updated to reflect an integrated anti-oppression perspective
MandateThe mandate of the Policy Review Committee is to review the policies listed below with the objectiveof providing the organization with feedback and recommendations as to how the policies can betterreflect an integrated anti-oppression analysis The committee may also recommend the deletion oraddition of policies in this process
Type of Committee
The Policy Review Committee is a short term project based committee composed of communitymembers from the service area of YOUR ORGANIZATION NAME and frontline staff managementvolunteers Board and people who have accessed our service
Composition
Members should self-identify in one or more of the following waysbull racialized or aboriginalbull people who have little or no decision making power in the organization including service usersbull members of a marginalized groupbull representative of the demographic of organizationrsquos community
Timeline
The committee will complete the said work in a period of not longer than INSERT DATE HERE (3months from the start date of the review)
Deliverables Recommendations Report
Scope
Committee members shall have access to the policies of the organization mission statement by-laws salary grids collective agreements board meeting minutes complaints received strategicplan and all other relevant documents with the exception of the followingbull personnel filesbull in-camera Board meeting minutesbull client filesbull private legal material
32
Appe
ndic
es
Appendix C Sample Conflict Resolution Guidelines ndash Policy ReviewCommittee
PrinciplesIt is in places of conflict that the potential for change exists Conflicting ideas beliefs and valueswill ensure a rich dialogue and essential learning opportunities for everyone Committee membersare charged with reminding themselves that the committee exists in the service of the organizationwith the ultimate goal of better serving the community Each person on the committee has theresponsibility to deal directly with each other and commit to engaging with each other as allies inthis work
The organization will endeavor to assemble the relevant material that will be useful in meeting theobjectives of the committee prior to the beginning of the project and will ensure that any relevantmaterials will be delivered to the committee as quickly as possible
The decisions and recommendations of the committee do not bind the organization into action TheBoard of Directors andor Executive Director of the organization will review the recommendations ofthe committee and ultimately decide what can be instituted
Budget and Additional Resources
The Policy Review Committee has a budget of $$$$$ The budget will cover the committee costs- member expenses childcare travel long distance calls honorarium- meeting expenses accessible meeting room refreshments conference calls- accessibility expenses ASL interpretation note taking attendant care- supplies photocopying office supplies
Staff resource- maintain minutes and discussion notes for the committee- retrieve documents that the committee requires- assist in organizing meetings and refreshments for meetings
Meetings
Meetings will be held at an accessible meeting space ndash onsite at the organization if possible
The committee is responsible to elect co-chairpersons during the first committee meetingThe responsibilities of the co-chairs in consultation with the whole committee are tobull organize meetingsbull develop the agendabull organize committee communicationbull keep committee members on taskbull organize the completion of the final reportbull maintain communication with the organization including updates requests concerns etc
33
Appendices
34
Remember that resolving conflict does not necessarily mean that a person will change their view-point or opinion A resolution of conflict implies that each party has had the opportunity to sharetheir perspective be heard have opportunity for discussion and then have closure
How we deal with our colleagues when we have a different opinion or viewpoint can either open usup to new learning or shut us down The following are some key points to keep in mind
i Recognize that conflict is a healthy part of communication if all parties understand theirresponsibilities in the process
ii Parties should approach the process with the idea of creating a learning environmentiii Parties should be prepared to listen to each other ndash that is really listen without interrupt-
ing or preparing your argument in your headiv If you are challenging a statement made by another person ndash it is important to state
concisely where you believe the problem lies and if it furthers the learning moment tostate the impact on yourself
v Do not belabor the point or make comments about the otherrsquos motivation for the state-ment (ie They are ignorant bigoted etc)
vi The person who has been challenged should take away the information to think aboutwhere their learning lies ndash the statement back to the challenger should include how youwill approach the information that was shared with you from the other person
vii If you do not agree with the challengerrsquos view ndash further dialogue may be necessaryviii State your own view and where you believe the problem liesix Each person is responsible to think critically about the otherrsquos view with a goal of finding
common ground andor compromise andor the decision to agree to disagree ndash which isallowing space for differing points of view
x It is important that both parties do not disengage from the process by complaining orexpressing dissatisfaction about the other person to other people ndash that kind of behaviorlowers the integrity of the process and the party who engages in it
xi Try to understand each otherrsquos perspective without judging the person or making assump-tions about each other
Co-chairs responsibilitiesbull reminding members of the guidelines of conflict resolutionbull arranging time in the agenda to address conflict in the groupbull mediating conversations between the parties in conflictbull negotiating resolutionbull If the conflict is in regards to making a decision The co-chairs should refer to the decision
making guidelines
The guidelines presented above should not be used in situation of discrimination and abuse Inthose situations the committee should follow the procedures in the organizations anti-discriminationor anti-harassment policies
Appe
ndic
es
35
snoitpO snosaeRstifeneBrof
snosaeRsmelborPtsniagA
puorGnoisiceD
rofsnosaeRnoisiceD
Appendix D Sample Decision Making Chart ndash Policy Review Committee
Appendices
36
App
endi
x E
Fra
mew
ork
for p
olic
y re
view
and
dev
elop
men
t
We
deve
lope
d th
is fr
amew
ork
duri
ng th
e fir
st p
hase
of t
his
proj
ect
Its
purp
ose
is to
hel
p or
gani
zatio
ns u
se a
n in
tegr
ated
ant
i-opp
ress
ion
fram
ewor
k ap
proa
ch w
hen
revi
ewin
g an
d de
velo
ping
pol
icie
s
NOITSE
UQ
EG
NELLAH
CES
NOPSE
R
esoprupeht
sitah
Wrodna
ycilopsiht
foerudecorp
erusneotyrassecen
siycilop
aneh
wwonk
ottluciffid
ebn ac
tIruoy
tahterusne
otdna
seicilopyna
moot
gnitaercton
erauoy
ehtgniyfitnedI
stnemetats
gnitcilfnocgnika
mton
e raseicilop
edivorpsalle
wsa
sllaftipeseht
diovapleh
nacesoprup
otyrassecen
eblliw
serudecorptah
wdna
wohot
sanoi tcerid
esoprupeht
teem
bull bull bull bull
ycilopeht
rofelanoitar
ehtedivorP
tnetniytiuqe
ehtyfitnedi
ylraelCseitilibisnopser
evitalsigelyfitnedI
)s(ycilopetairporppa
ehtot
serudecorpkniL
tifycilop
ehtseo
Dycnega
ehtnihti
wnoissi
metad nam
rodnatne
metatsseulav
fotne
metatssfeileb
dna
woH
dnaetadna
mrieht
eniltuotaht
stnemetats
evahseicnega
ynaM
roFetadna
meht
teemlli
wyeht
wohtuoba
sfeilebrieht
elpmaxe
nasi
nemo
wllatsniaga
ecneloivlladne
otelpmaxe
er usneneht
tsum
wolloftaht
seiciloPtne
metatsnoissi
ma
fotsniaga
ecneloivgnitauteprep
tonsi
noitazinagroeht
tahtnoisserppo
ronoisulcxe
fomrof
ehtni
nemo
w
bull bull bull bull bull
fotne
metatsstnemucod
tnavelerllaweiveR
ctetnemetats
noissimetadna
msfeilebeht
stroppusycilop
ehtfi
enimrete
Detadna
mnoissim
seitiugibma
ehtyfitnedI
seulaveht
htiw
st sartnocycilop
ehtfi
enimrete
Dnoitazinagro
ehtfo
ycilopeht
oteka
mnac
uoysegnahc
ehtyfitnedI
tievorp
miot
tifyc ilop
ehtseo
Deht
htiw
snoitazinagronoitisoplacitilop
wo
H
tahtnoitisop
nasitrapa
naem
tonseod
noitisoplacitilopA
ynamrehtaR
ytraplacitilopralucitrap
astroppus
seussiralucitrap
nosnoitisopdepoleved
evahsnoitazinagro
noitazinagrotsini
mefa
ebya
mnoitazinagro
ruoyelp
maxeroF
dluow
serudecorpdna
seicilopruoy
noitazinagrotsini
mefa
sAytiuqe
yapeikro
wemarf
ytilauqesna
mow
awollof
ctestifenebrevigeracyli
mafdednapxe
bull bull
snoitisoplanoitazinagroeht
ssucsiddna
yfitnedItub
nettirwnu
erataht
seussilaicosgnidrager
esohtfo
emoS
noitazinagroruoy
nihtiw
tsixeyap
msireetnulovsvrobal
diapedulcniya
mcteseussi
htlaehlatnemytiuqe
-tne
metatsfeileb
aot
snoitisopetairporppa
ddAtsixe
tonseod
enofi
enoetaerc
ro
Appe
ndic
es
37
NOITSE
UQ
EG
NELLAH
CES
NOPSE
R
teem
ycilopeht
seoD
sdradnatsmu
minim
noitalsigelrobal
fosthgir
namuh
ycavirpnoitalsigelrednufnoit alsigel
dnastne
meergalautcartnoc
rehtostne
meerga
mehtdeecxe
tiseo
D
lautcartnocdna
evitalsigeltee
mylraelc
dluohsseiciloP
nettirw
si)noitalsigel
ytiuqeneve(
noitalsigeLseitilibisnopser
ehtno
desabsi
tahtkro
wemarf
erutluctnani
moda
morfeht
tcetorpot
keesyehT
spuorgsuonego
mohfo
noitpmussa
elpoepfo
sthgireht
ecnavdatonelpoep
dezilanigram
fosthgir
dnoyebog
dluohsseicilopkro
wemarflanoitcesretni
naylppa
oTsdradnatsla
minim
bull bull bull bull
snoitazinagroeht
dnatsrednudna
weiveR
waleht
rednuseitilibisnopser
seitilibisnopserdnatsrednu
dnastcartnoc
weiveRstcartnoc
fos
mreteht
rednullaf
snoitatcepxemu
minim
ehtereh
wyfitnedI
sseccaot
tnemevorp
midna
tnemecnavda
fot rohs
ytiuqedna
lauqetroppus
nacnoitazinagro
ruoysya
wyfitnedI
ytinutroppo
sihtseod
woH
erudecorpycilopeht
tc apmi
snoitazinagrotegdub
fI
mehttne
melpmi
ottcap
miyrategdub
evahod
seicilopyna
Mot
elbissopmi
emoceblli
wycilop
ehtdezingocer
tonsi
sihttub
ycilopdab
asi
tiesuaceb
ton-
dedracsideb
dnawollof
rofdetnuocca
tonere
wnoitatne
melpmi
fostsoc
ehtesuaceb
bull bull bull bull
htiw
detaicossastsoc
ehtllayfitnedI
ycilopeht
fonoitatne
melpmi
ralugerfo
trapera
stsoceht
erehw
yfitnedIedulcni
dluow
reganam
foyralaSei
-ssenisub
noisivrepusffats
stsoclanoitiddayfitne dI
ylgnidroccategduB
otelbisnopser
sioh
Wsi
ycilopsiht
erusnedna
dootsrednudecrofne
elbisnopsersi
ohw
etatsylraelc
tsum
serudecorpdna
seiciloPhcaEssenevitceffe
gnitaulavedna
gnirotinomtuo
gniyrracrof
detatsylraelc
e bdluohs
elorsnosrep
bull bull
diapnudna
diapfo
selorsuoirav
ehtyfitnedI
noitazinagroeht
fosreb
mem
ehttuo
yrraclliw
ohw
srebme
meht
yfitnedIsreb
mem
ehtetaulave
dnaesivrepusserudecorp
ycilopeht
etaulavedna
weiveretaerc
Appendices
38
NOIT
SE
UQ
EG
NELL
AH
CE
SN
OP
SE
R
eht
sita
hW
rof
msina
hcem
lacitirctnial
pm
ockca
bdeef
tegtaht
stnemucod
gnivileb
dluohsserudecorp
dnaseiciloP
ottnatrop
misi
tieroferehT
sevorpmi
gninraelruo
saretteb
rokcabdeef
edivorpnac
detceffaesoht
wohetats
yl raelcro
elbaeganamnu
evitceffenievorp
yehtneh
wfinialp
mocevisserppo
bull bull bull
seifitnediylraelc
tahtycilop
stnialpmoc
aetaer
Csreb
mem
diapnudna
diaprof
ssecorpeht
srebme
mytinu
mmoc
dnastneilcsresu
ecivrestI
elbisseccas i
ssecorpstnialp
moceht
erusnEyllacisyhp
nacsklof
erehw
decalpeb
dluohselbissecca
tnereffidni
dereffodna
tissecca
nialpraelc
ninettir
web
osladluohs
tIsta
mrofelpoep
ybdessecca
ebnac
titaht
osegaugnal
slevelycaretil
suoir avhti
wycilop
ehtrof
kcabdeefrof
ssecorpeht
yfitnedI
weiver
eb
ycilo
pe
htlli
ww
oH
otdetaci
nu
mm
oce
blli
wo
hw
eso
ht ti
yb
detceffa
ehtyb
detceffeesoht
llaot
tnediveeb
dluohscorpseiciloP
tnatropmi
sinoitacinu
mmoc
fonalp
agnitaer
Cse
moctuobull bull bull bull bull bull
elbisnopsereb
lliw
ohw
elpoepeht
folla
yfitnedIeb
lliw
ohw
esohtdna
noitatnemelp
mirof
noitatnem elp
mieht
ybdetcap
misdnik
tnereffideht
sseccafo
stniopeht
yfitnedIyrassecen
sseccafo
sepytdna
noitatnemelp
mirof
elbisnopseresoht
llaerusnE
seitilibisnopserrieht
tuobaraelc
eraot
ycilopetacinu
mmoc
otnalp
ehtyfitnedI
s rebme
mytinu
mmoc
dnastneilcsresu
ecivresrehto
dnaegaugnal
ycaretilsserdd
Aseussi
ytilibisseccaseussi
eseh tsserdda
otnalp
aetaer
C
Appe
ndic
es
39
NOITSE
UQ
EG
NELLAH
CES
NOPSE
R
weivereht
sitah
Weludehcs
ehtodlli
woh
W
weiver
deweiver
ebdluohs
stnemucod
gnivilsa
serudecorpdna
seiciloPdluohs
ssecorpehT
tnemevorp
mirof
yltnetsisnocdna
ylralugernI
kcabdeefrof
ytinutroppoedivorp
otsa
oseludehcs
aedulcni
dnaseicilop
ehtyb
detceffaesohtlla
morftupni
tegot
redrotahtnesohc
rodetov
ebdluohs
sreweiver
fomaet
aserudecorp
sevitcepsrepfo
esabdaorb
atneserper
bull bull bull
roylraey-
seicilopfo
weiverrof
enile
mita
teSylraey-ib
ebdluohs
tahtspuorg
redlohekatseht
yfitnedIytisrevid
otnoitnetta
htiw
weivereht
nidevlovni
dnassenevitceffe
ehtssessa
otsloot
edivorPycilop
hcaefo
ytiuqe
ycilopsiht
seoD
egnellahclahcrairtap
laicosevisserppo
wo
Hs
mron
gnignellahcflesti
nisi
krowe
marfdetargetni
nagniylppA
neebevah
sufo
ynam
sareve
woHs
mronerutluc
tnanimod
morftrats
dluohse
wsdradnats
naciremA
htroN
ybdenoitidnoc
nide
marfeblli
wserudecorp
dnaseicilop
ruotaht
esimerp
ehtksa
otevah
ew
eroferehTsfeileb
dnaseulav
erutluctnani
modgnidlohpu
tonera
ew
erusnetaht
snoitseuqfo
seiresa
sevle sruonoisserppo
fos
metsysdehcnertne
bull bull bull bull bull bull bull
noisserppodna
yhcrairtapfo
seussieht
yfitnedIycilop
hcaeni
tnerehninihti
wseussi
esehtegnellahc
otwoh
ezigetartSnoitazinagro
ruoygnika
mnoisiced
ehtni
ycnerapsnarteht
weiveRsessecorp
seodtah
Weisevlesruoyrof
snoitseuqetaerC
noitazinagroruo
niekil
koolre
wopycilop
ehtmorf
stifeneboh
wyfitnedI
revore
wopa
dlohpuseicilop
hcihw
enimrete
Dkro
wemarf
emit-lluf
derihsteg
ohWei
-snoitseuq
ksAsi
erehW
denimreted
sihtsi
woH
emit-trap
senimreted
ohW
tegdubeht
nitneps
yenom
seitiroirp
Appendices
40
NOITSE
UQ
EG
NELLAH
CES
NOPSE
R
ehteblli
wtah
Wno
tcapmilaitnereffid
spuorgdezilanigra
m
dnatsrednuot
tnatropmi
sitI
emas
ehtnae
mton
seodlauqEyfitnedi
otspuorg
tnereffidno
seicilopfo
stcapmi
suoiraveht
foytilibissecca
troppusot
wohdna
eilsreirrab
ehtereh
wspuorg
suoiravrof
secivresdna
tnemyolp
me
bull bull bull bull
fos
mitcivera
ohw
elpoepfo
spuorgyfitnedI
noisserppoci
metsysspuorg
suoiravno
stcapmi
ehtyfitnedI
dnaytiuqe
ecnavdataht
stcapmi
hsiugnitsiD
tonod
tahtesoht
sseccaot
sreirrabegnahc
otsya
wezigetartS
ycilopehtlli
wwo
Hnoisserppo
egnellahcnoisserppo
cimetsys
rofseicilop
weiveR bullmsicar
bullaibohpo
mohmsixesoreteh
bullmsielba
bullmsiega
bullmsixes
bullmsirtneconhte
bullmsissalc
bullmsiti
mes-itnabull
msibarA-itnabull
noitanimircsid
suoigilerbull
msilainoloc
bull bull bull
tsrifnretse
wa
sahycilop
ehtfi
enimrete
D
weivdlro
wtuoba
noitpmussa
narof
ycilopeht
ssessAnoitautis
cimonoce-oicos
dnaegaugnalytilibafo
secnereferrof
egaugnaleht
weiveRsnoitp
mussasuoigilernoitazinoloc
Appe
ndic
es
Appendix F Glossary of Anti-Oppression Terms
Ableism Prejudice and discrimination against people living with mental emotional and physicaldisabilities or differences People living with disabilities experience this discrimination segrega-tion and isolation because of peoplersquos prejudices and institutional barriers not because of thedisability or difference itself Deaf Deafened and Hard of hearing people historically have experi-enced systemic ableist oppression as well
Anti-Semitism Discrimination or violence against Jews Judaism and the cultural intellectualand religious heritage of Jewish people The word Semite literally refers to ldquoany of the peoplessupposed to be descended from Shem son of Noah especially the Jews Arabs Assyrians andPhoeniciansrdquo However Anti-Semitism is mostly used to refer to prejudice discrimination andviolence directed at Jews
Class Economic and social groups People in the higher classes make decisions about theeconomy while other people work for wages or are kept out of the economy The things that markdifferences between classes include peoplersquos ability to meet their basic needs their level ofincome wealth and formal education and their connections with people and institutions thathave influence and power In the current economic structure rich people got their wealth bytaking advantage of people at the bottom and middle of the class structure
Classism Any practices and beliefs that judge and value people according to their social class orthe social class that other people assume they belong to Most workplaces use classist languagethat reflects and reinforces the social hierarchy For example they undervalue the work of sup-port staff and decisions do not include the knowledge and opinions of these workers
Colonialism When a foreign power dominates and exploits an indigenous group by taking theirland and resources and using them as cheap labor in order to make money It also means spe-cific era between the 1700s and 1900s when European countries expanded into the Americasand countries of the global South In Europe people justified these practices using racial doc-trines These ideas about hierarchies of race are still widespread Uncovering and challengingthe ideas and ongoing practices of colonialism are important parts of racial equity work
Culture The collective experience beliefs values knowledge economy and ways of life of agroup of people who share past or current experiences Culture changes constantly it is notstatic Every culture is shaped by the land and spaces people inhabit together Individual andgroup culture can also be shaped by language religion racialization gender experiences ofmigration and immigration social class political affiliation family influences age sexual orien-tation geographic origin ethnicity experiences of discrimination or lack of discrimination andexperiences fighting oppression
Disenfranchised Not having full rights as a citizen or not being able to fully participate as amember of the community
41
Appendices
Dominant Culture The beliefs values and judgments of groups with social power The dominantculture is created and maintained by people in the dominant social group People who do notbelong to the dominant group often believe that these values beliefs and judgments are trueinstead of seeing how they reflect the interests of people in power
Dominant group People whose social identity gives them power and privilege In most parts ofCanada dominant identities are White male English-speaking heterosexual able-bodied Chris-tian affluent and middle class thirty to sixty-five years of age university educated from centralCanada Many people have one or more dominant identities
Equity Peoplersquos rights as individuals or members of a group to an equitable share of theresources and influence in society Equity work analyses and challenges unfair systems andpractices and works towards creating outcomes and access that benefit people equally
Exploitation Taking unfair advantage of a person or a group for onersquos own gain or advantageExploitation can be systematic or individual
First Nations A term that reflects the process some Aboriginal peoples in Canada have used toname themselves The word ldquofirstrdquo recognizes the fact that Aboriginal peoples are the originalinhabitants of what is now called Canada The word ldquonationrdquo stresses the fact that Aboriginalpeoples are political collectives who had their own forms of government before Europeans beganto settle here Many First Nations peoples are fighting to re-establish that sovereigntybull The term also refers to a group of Aboriginal people who were previously called a ldquoBandrdquo by
the Department of Indian Affairsbull ldquoFirst Nationrdquo can also mean a group or several groups of Aboriginal people who have the
same ethno-cultural background
Gender identity Features that are tied to how an individual thinks of themselves as a man or awoman A personrsquos gender identity may not be the same as their biological sex
Gender roles The culturally specific behaviors and appearances constructed by a culture todefine what is expected of women and men The expectations of femininity and masculinity areimposed on individuals according to their biological sex
Harassment Persistent ongoing behavior conveying negative attitudes towards an individual orgroup to make them feel intimidated and humiliated Harassment is an exercise of power Itincludes any action that a person knows or should know is not welcome Harassment includesname-calling jokes slurs graffiti insults threats rudeness and crude gestures verbal or physi-cal abuse Human Rights Codes in most provinces prohibit harassment based on race religionsex ethnicity and the other prohibited grounds for discrimination
Heterosexism All practices that convey the message that heterosexuals are better than otherpeople including the assumption that everyone is or must be heterosexual It operates like otherforms of prejudice and discrimination giving privilege and rights to members of the dominantgroupndashheterosexualsndashand not to gay or lesbian people
42
Appe
ndic
es
Hierarchy A system that gives individuals or groups different positions and power People andgroups with a higher rank have more power resources and value than individuals or groups witha lower rank For example in a patriarchy men are given more value than women
Immigrants People who have arrived and settled in Canada in their lifetime Sometimes peopleuse the word incorrectly to refer to Canadian-born racialized people because they assume thatall racialized people were born elsewhere
Inclusive Making sure that all members of the community are represented or involved in allaspects of the community
Integrated Combining information and values from a variety of people and sources in order toget a fuller result that is more inclusive
Islamaphobia The systemic ways and individual practices of racism that target Arab people andhave particular impact on them Some examples include negative stereotyping of Muslim peopledepicting Islam as essentially violent and fundamentalist assuming that all Arabs are Muslimand all Muslims are Arabs
Landed immigrant Persons with legal status who are permanent residents of Canada ratherthan visitors refugee claimants temporary workers or citizens
Marginalization A process that keeps groups or individual from having access to all or part ofthe resources and activities of the community
Oppression When one social group takes advantage of another social group either knowinglyor unconsciously Oppression gives the dominant group privilege and marginalizes anddisenfranchises the subordinated group The dominant social group can use force or social insti-tutions and resources to achieve oppression After a time individual members of the dominantgroup do not need to do anything and unequal treatment becomes so much a part of the socialinstitutions and structures that it seems normal
People of colour Any person who is not White or Aboriginal This term was first adopted in theUnited States by racialized people who were trying to name themselves with a positive identityrather than as ldquonon-whitesrdquo ldquocolouredrdquo ldquoethnicsrdquo or ldquovisible minoritiesrdquo
Privilege Unearned power that gives members of the dominant group economic social andpolitical advantages Privilege also means rights that everyone should have but that are deniedto some people
Racism Any aspect of Canadian society that openly or subtly makes White people and Whitenessnormal and valuable while making racialized communities invisible or devaluing stereotypingand labeling people of colour as ldquoothersrdquo who are different or inferior
43
Appendices
Individual racism The beliefs attitudes and actions of individuals that support or maintainracism Individual racism can be conscious or unconscious It can be active or passive
Institutional racism The network of structures policies and practices in systems and institutionsthat give White people advantages and that discriminate oppress and disadvantage racializedpeople
RacializationRacialized Racial identities are not fixed categories They are shaped by historynationality gender class and identity politics Racial designations often differ from country tocountry The term racialization or racialized makes explicit the ways in which we are socialized todifferentiate groups of people on the basis of superficial physical characteristics where White isthe norm It emphasizes the active process of categorizing people while at the same time reject-ing ldquoracerdquo as a scientific category
Refugee Persons who have to flee their country because they have a ldquowell-foundedrdquo fear ofpersecution based on race religion nationality political opinion or membership in a particularsocial group
Religious discrimination Any institutional or individual practices that exclude and discriminateagainst a person because of their religion In Canada many workplaces do not provide equitablyfor all religions Recently the Supreme Court has ruled that employers must accommodate em-ployees whose religious observances are not recognized in the Christian-based statutory holidayssuch as Easter and Christmas Religious discrimination is often linked to other forms of discrimi-nation For example Irish Catholics were often marked by their class ethnic origins and lan-guage as well as their Catholicism Racialized Muslims often experience racism mixed withreligious discrimination
Sexism Systemic and individual practices that give men privilege make women subordinate andthat shame values identified with women
Social Location or Social Identity A personrsquos membership in a socially constructed groupThese groups are often identified according to superficial characteristics such as skin colourcountry of origin religious beliefs body form etc
Structural This approach to equity work believes that the thoughts and behaviors of the indi-vidual are created and guided by various social structures such as capitalism andor neo-liberal-ism and are therefore limited The focus for change is raising awareness of the limits and chal-lenging the structures
Systemic racism The conscious or unconscious policies procedures and practices that excludemarginalize and exploit racialized people Systemic racism is supported by institutional powerand by powerful ideas often unexamined ones which make racism look normal and justified Forexample institutions that do not have effective complaints procedures or performance appraisaland promotion processes that use equity competencies make it possible for individuals to beracist
44
Appe
ndic
es
45
Transgender person A person who is not comfortable with or who rejects some or all of thegender identity given to their biological sex This is an umbrella terms used to describe trans-sexuals transvestites or cross-dressers and intersex people
Transsexual Someone who has a very strong feeling that they are living in the wrong sex A maletranssexual needs to live as a woman and a female transsexual needs to live as a man Somebut not all transsexuals have surgery to reassign their sex Some have procedures to partiallyreassign their sex and some use hormone therapy A transsexual can be heterosexual homo-sexual or bisexualWhite Refers to people belonging to the dominant racial group enjoy skin privilege in NorthAmerica Australia New Zealand and anywhere European colonialism has created racial inequityThe term ldquoWhiterdquo is capitalized for different reasons than other racial designations ndash Aboriginaland Black The latter identities are claimed with pride in opposition to the names imposed bydominant White society One of the ways that racism operates is to leave the racial identity ofWhite people unidentified ldquoWhiterdquo is capitalized to interrupt the privilege of having Whitenessgo unnamed
White Supremacy A system based on assumption of the ldquorightness of Whitenessrdquo in whichpolitical economic and social systems result in White people having more privilege and powerthan racialized people
many of the terms in the glossary were adapted with permission from Dancing on Live Embers ChallengingRacism in Organization by Tina Lopes and Barb Thomas Toronto Between the Lines 2006
Appendices
Appendix G Focus Group Findings
The following points are the relevant themes that emerged from the focus groups The groups wereasked to answer the following questions
1 How well has your organization and the various sectors practiced an integrated approach to anti- oppression
bull overall feeling that most are doing pretty good workbull some feel frustrated that the policies etc are not fully put into practice by all staff at an
agencybull feeling that the work is silorsquod and separated ndash working on one oppression at a timebull that the work is framed from a white middle class perspectivebull the work is not happening fast or often enough ndash ie deaf woman services gaps and barriers
2 What are the effective practices in the various areas ie policies programming outreach training org development
bull be committed inventive constantly evolve vigilantbull open to change pushing for changebull inclusion at all levels of an organization working together on committees and groupsbull engage diversity responsive to different needs
3 Where are the challengesbull funding shortages piecemeal and targeted on specific groups onlybull lack of accountability lack of clear policies and proceduresbull lack of inclusivity and diversitybull lack of time to be together communicate etcworkloads of service providersbull silorsquod workbull systemic exclusion internal and societal institutions
4 Visions and suggestions for changebull core guidelines with key values ndash written down and put into practicebull accountability in staff and managementbull commitment from all levelsbull everyone open to challengebull look at themes not populationsbull community drivenbull training and toolsbull fully funded and supported by structures
5 Who would take up the facilitation of changebull not one personbull coalitionsbull community groupsbull all levels of organization including service users
46
Appe
ndic
es
Recommendation(s)
a Conduct a review of existing policies procedures and practices that organizations feel repre-sent their best efforts of an integrative anti-oppressive framework
b Working groups should be created to develop the most effective integrative policies andprograms The groups should include diverse members from different social locations com-munities and be representative of all levels of the organization including service users
c Organizations must support this work by allocating time personnel and resourcesd Organizations must demonstrate commitment to the work by reviewing all policies proce-
dures and programs through the lense of an integrative anti-oppressive frameworke A tool kit should include templates of policies and procedures to simplify the writing of work
done by the committeesworking groupf This work is not static and must be revisited regularly in order to incorporate new informa-
tiong Organizations should offer regular training and workshops on how to put an integrative anti-
oppression framework into practiceh Organizations must hold staff and volunteers accountable to adhering to agency practice by
offering training and supervision including key values in mandate and mission statementsand integrative anti-oppressive practices in personnel and volunteer policies
Focus group participants
The following organizations participated in focus groups in 2005-06 for the Integrative Anti-Oppression Project
Woman Abuse CouncilFCJ Refugee Centre519 Community CentreNelliersquosSpringtidersquos Women with Disabilities ProgramToronto Rape Crisis CentreMulticultural Women Against RapeCentral Neighbourhood HouseAccess Alliance Multicultural Community Health CentreA Commitment to Training and Employment for Women (ACTEW)Arab Community Centre of TorontoAssaulted Womenrsquos HelplineBarbara Schlifer Counselling ClinicBlack Creek Community Health CentreCentral Family IntakeErnestine Womenrsquos ShelterFamily Services AssociationFlemingdon Neighborhood ServicesKorean Canadian Womenrsquos Association
47
Appendices
Macaulay Child Development CentreSt Christopherrsquos HouseSt Joseph Womenrsquos Health CentreSt Michael HospitalStonegate Community Health CentreUrban Alliance on Race RelationsWomenrsquos Counselling Referral and Education CentreYorktown ShelterYWCA
48
Appendix H References
Dancing on Live Embers Challenging Racism in Organizations Tina Lopes and Barb Thomas Be-tween the Lines Toronto 2006
Campbell C (2003) Anti-oppressive social work Promoting equity and Social Justice Editor DrCarolyn Campbell Halifax Nova Scotia Dalhousie UniversityRetrieved Jan 22 2008httpaoswsocialworkdalcawhatisaoswhtml
Roundtable on Anti-Oppression Politics in Anti-Capitalist Movements Edited by Sharmeen Khan ndashparticipants in the roundtable Kirat Kaur Junie Deacutesil Gary KinsmanRetrieved Jan 22 2008httpuppingtheantiorgnode1380
Williams C (2003) ldquoSeeking Cultural Competence What Is It How Do You Develop It and How DoYou Know When Yoursquove Got Itrdquo In WShera (Ed) Emerging Perspectives on Anti-Oppressive Practice(pp 265 - 278) Toronto Canadian Scholarsrsquo Press Inc
- Front Page1-1
- ManualModEN2
- ManualModEN3
- ManualModENCon
-
Appl
ying
Inte
grat
ed A
nti-o
ppre
ssio
n To
Pol
icie
s
How accessible are your policiesThe questions in this section are designed to help you think about whether the policy documents areaccessible ldquoAccessiblerdquo includes where the policy is physically located its format and how mean-ingful the policy is The best policies will be representative and make sense to a variety of users
To make policies accessible you should aim toKeep the policies in a place where anyone who wants to read them can access themwithout barriersMake sure that the policies can be and are translated into different and appropriatelanguage and cultural interpretations as well as physical formatsUse language that is clear and direct rather than full of jargonUse wording that makes the policy intentions easy to understandHave a clear statement about who the policy applies to and who is responsible forputting it into practiceBeing flexible in the policy to allow for different cultural beliefs and values unlessthere are legal reasons to limit your flexibility
Questions for discussionTo check your policies for accessibility use these questions in your discussion
1 Is the policy in a barrier-free location
2 Is the policy available in different formats Do we invite comment about the format
3 Is the policy written in language that is easy for most clients and all staff to understand Lookfor jargon that only makes sense to workers in your organization but is not recognized by others
4 Can the policy be easily translated to other languages
5 Does the policy say who it affects Does it say who is responsible for implementing it
6 Does the policy reflect various cultural beliefs and values This question can lead to a toughdiscussion about cultural beliefs and values that may undermine social equity There are nofast and easy answers but again the policies should be living documents that change and adaptto our new information and knowledge about difference
7 If there is a process in the policy are the steps flexible and adaptable to accommodate differ-ences
8 Does the policy invite people to give feedback and comments about what it says
Record your decisions on the form ldquoHow accessible is this policyrdquo This form is on page 28 (AppendixA)
15
Applying Integrated Anti-oppression To Policies
Here is how we used our questionnaire to assess our policy about Paid Holidays
How accessible is this policy
16
seYsdeeN
krownoitnettAfosaerA
aniycilopehtsInoitacoleerf-reirrab
X ehtnoyllacinortceleelbaliavaylnOrevres
seicilopehtsseccanacffatsylnO
tnereffidnielbaliavaycilopehtsIstamrof
ehttuobatnemmocetivniewoDtamrof
X
X
ffodetnirpnehw-tnirpnielbaliavaylnOrevreseht
enoynamorfkcabdeefdeticilostnevaH
egaugnalninettirwycilopehtsIdnatsrednuotysaesitaht
X yrotutatSeinograjemossesUdetlitssiegaugnaL
nepogninaemehtsevaelegaugnalemoSnoitaterpretniot
ylisaeebycilopehtnaCsegaugnalrehtootdetalsnart
X
tiohwyasycilopehtseoDstceffa
rofelbisnopsersiohwyastiseoDtignitnemelpmi
X seeyolpmednaffatsemit-trapseifitnedIrofelbisnopsersiohwyfitneditonseoD
noitatnemelpmieraffatsrehtowohyfitneditonseoD
detceffa
suoiravtcelferycilopehtseoDseulavdnasfeileblarutluc
X emitdiaptegelpoepdnadesolcsieciffOsyadilohnaitsirhCrofffo
rosnoitarbeleclarutlucsyadilohrehtOdenoitnemtoneraslautir
ycilopehtnissecorpasierehtfIdnaelbixelfspetsehtera
etadommoccaotelbatpadasecnereffid
X dewollasinoitutitsbusenO
otelpoepetivniycilopehtseoDstnemmocdnakcabdeefevig
syastitahwtuoba
X gniydemeryfitneditonseodycilopehTspets
wohyfitnedirokcabdeefticilostonseoDsmelborpehtsserddaot
Appl
ying
Inte
grat
ed A
nti-o
ppre
ssio
n To
Pol
icie
s
How do our policies affect different peopleThe questions in this section are designed to facilitate discussion about the impacts of policies ondiverse lived experiences Some questions can be answered with yes or no responses and othersrequire more information The term ldquoimpactrdquo in this context is used in a broad sense to refer to bothbenefits and restrictions
To consider how people are affected you should aim for a policy thataffects people equitablyincorporates values that are of similar importance for people with different livedexperiencessays what it does not do and outlines steps to changewas created with input from the range of people who are affected by it
Questions for discussionTo check how your policies affect different people use these questions in your discussion
1 How has the policy been implemented What procedures and practices have resulted
2 Who benefits from this policy How
3 Who does not benefit How
4 What are the barriers to equitable impacts What are the kinds of barriers (legislated finan-cial etc)
Record your decisions on the form ldquoHow does this policy affect different peoplerdquo This form is onpage 29 (Appendix A)
17
Applying Integrated Anti-oppression To Policies
Here is how we used this questionnaire to assess our policy about Paid Holidays
How does this policy affect different people
noitseuQ noitnettAfosaerA
detnemelpmineebycilopehtsahwoHevahsecitcarpdnaserudecorptahW
detluser
ecitcarP rosivrepusriehttelyllabrevffatSasekamdnasyadilohgnihctiwserayehtwonk
teehsemitrehnoetonecitcarP diaprofelbigiletoneraohwffats
krowtsumsyadtatsnokrowotesoohcohwroemitemohmorf
enoyreveerusneotroycnetsisnocrofserudecorpoNycilopehtwollofotwohswonk
ycilopsihtmorfstifenebohW
woH
syadilohnaitsirhCetarbelecohwffatS
tegyehTohwsrehtohtiwyojneotffoemitdiap-
syadilohlarutlucrosuoigilerralimisetarbelecemocnitsolon-
tifenebtonseodohW
woH
yehtesuacebetarbelectonodohwffatSdesolcerasrehtoynamnehwkrowodotyrt-secifforehtoynamnehwffoemitekattsum-
nepoeraffoemittegotelggurtstsum-
yehtesuacebelbigiletoneraohwffatSdnaemocnignisolneewtebesoohctsum-
)etarbelecyehtfi(yadilohnokrowotgnivah
otsreirrabehtyfitnediuoynaCyehteraepyttahWstcapmielbatiuqe
)ctelaicnanifdetalsigel(
ffoemitdiapdetalsigeL
llaevigotdroffatonnac-stniartserlaicnaniFffoemitdiapffats
tnemucodotecalpniserudecorpevahotevaHsesoprupytilibailrofstnemegnarraevitanretla
dnasnoitseuqstnemmoctahWycilopsihttuobaevahelpoepodstnialpmoc
serudecorpdnasecitcarpehtrodetaercsahycilopsihttaht
ytinummocsresuecivresffatsehtodtahWsihttuobayassreetnulovrosrebmem
ycilop
ynaedivorpdluohsnoitazinagroehTdnalamroftuobaevahyehtnoitamrofni
ehtotycilopsihttuobastnialpmoclamrofniweiverrofeettimmoCyciloP
18
Appl
ying
Inte
grat
ed A
nti-o
ppre
ssio
n To
Pol
icie
s
What are the gaps in policy and what can we do to make changesThe questions in this section are exploratory to help begin discussions to identify gaps and generateideas for change Use a flipchart with the questions as headers This will allow everyone to contrib-ute and build on the information and ideas
Questions for discussion
1 Does the policy recognize and identify how different people will be affected
2 Is the policy flexible enough to respond to the different lived experience that people have
3 If the policy is not flexible does it say what the organization will do to change this Does theplan for change include timelines
4 Does the policy say how people can give input or feedback about how the policy affectsthem What comments questions and complaints do people have about this policy or thepractices and procedures that this policy has created
5 Does the policy include diverse cultural norms and values What are they
Record your decisions on the form ldquoPolicy gaps and what we can dordquo This form is on page 30 (Ap-pendix A)
19
Applying Integrated Anti-oppression To Policies
Here is how we used this questionnaire to assess our policy about Paid Holidays
Policy gaps and what we can do
20
seYsdeeN
krownoitnettAfoaerA
tnereffidwohyasycilopehtseoDdetceffaeblliwelpoep
X ybstcapmilaitnereffidseifitneditIdnaffatsemittrapgnigdelwonkca
-retsaEetarbelectonodohwesohtsrehtoon
othguoneelbixelfycilopehtsIdeviltnereffidehtotdnopser
evahelpoeptahtsecneirepxe
X ehtotsseccaffatsemittrapsreffOylno-ffoemityadilohnaitsirhCdiap
)sruoh12revo(ffatsemittrapniatrecdeifitnedisrehtoon-
tiseodelbixelftonsiycilopehtfIodlliwnoitazinagroehttahwyas
sihtegnahcot
edulcniegnahcrofnalpehtseoDsenilemit
X
X
oN
oN
elpoepwohyasycilopehtseoDtuobakcabdeefrotupnievignac
mehtstceffaycilopehtwoh
X deticilostonsinoitamrofnioN
esrevidedulcniycilopehtseoDseulavdnasmronlarutluc
yehteratahW
X ssalcfonoitingoceremossierehTotsrekrowemittraprof-seussi
emostifenebyadilohsuoigilerenosierehT
emos-dewollanoitutitsbusecnereffidfonoitingocer
Appl
ying
Inte
grat
ed A
nti-o
ppre
ssio
n To
Pol
icie
s
Step 5 Make recommendations
Once the committee has assessed the policies it must create a report that outlines its recommenda-tions The report should summarize how each policy could be improved To come up with recommen-dations for improving each policy the committee can review comments from the questionnaires
The main question in this step of the process is What would improve this policy so that it inte-grates anti-oppressive practice Use flipchart paper to record ideas This allows committee mem-bers to share information and build upon each otherrsquos ideas
Facilitate the discussionThere will be different perspectives and ideas about what changes will benefit people and how toaccomplish these changes Because of this there is potential for conflict Here are some hints tohelp make sure that this discussion will lead to recommendations that can help your organization
Ask the committee to choose a facilitator for the discussion Their role isto support everyone in being heardto solicit all ideas and perspectivesto make sure that opposing viewpoints or challenges are given and received in afriendly and open mannerto help the committee build consensus andto finalize recommendations
The facilitator should not offer ideas to the discussion Their role is to help make sure all of thecommitteersquos ideas are recorded The organization may choose to hire an outside facilitator for thispart of the discussion
Have the facilitator review the committeersquos Terms of Reference and Conflict Guidelines Remindeveryone that this is ongoing work
Write a reportFor each policy the committee should write a recommendations report
This report has three columns
Write the committeersquos recommendations in the left-hand column The recommendations may rangefrom fairly simple to quite complex They can be one-time actions or multi-staged changes
The committee should leave the two columns on the right empty ndash these will be filled out by deci-sion-makers in the organization They will review the recommendations and decide what to do withthem
noitadnemmoceR elbisnopsersiohW enilemiT
21
Applying Integrated Anti-oppression To Policies
Assessing the recommendationsAs soon as possible the decision-makers in the organization should review the recommendationsand fill out the right-hand columns of the recommendations report The management or Board ofDirectors must decide Who is responsible They must also set a Timeline
The organization is not required to act immediately on all of the committeersquos recommendationsSome recommendations may not be possible or viable in the immediate future and may need longerterm planning
To decide how to implement the recommendations the decision-makers should considerbull how urgent the issue isbull the workloads of the staff involved in changing the policybull the fiscal timingbull what research the organizations needs andbull how much time the organization needs to prepare
For example a policy change that does not involve employment standards or financial supports couldbe implemented fairly quickly A policy change that involves rewriting translating and adaptingpolicies will takes time so it may not be implemented until well after the organization has finishedtaking care of its year-end reporting responsibilities
Once the Board or management has done this work they should give copies of their completedreport to every member of the committee and to all staff volunteers and community members whoare affected by the policy This helps keep the policy process open and helps people feel that thepolicy process is collaborative among everyone in the organization
Use the ldquoReport of recommendationsrdquo chart on page 31 (Appendix A) to record your decisions
22
Appl
ying
Inte
grat
ed A
nti-o
ppre
ssio
n To
Pol
icie
s
Here is a sample report of recommendations
Report of recommendations
23
noitadnemmoceR elbisnopsersiohW enilemiT
diapwollaottnemetatsycilopegnahCsuoigileraevahtahtsyadilohyrotutats
yllacificepsnoitcennoclarutlucroyadirFdooGyaDgnixoByaDsamtsirhC
otyaDsraeYweNdnayadnoMretsaErosuoigilerhtiwdegnahcxeeb
toneratahtsetadtnatropmiyllarutlucsdradnatstnemyolpmeehtnideifitnedi
tca
ehtfoeettimmoCyciloPsrotceriDfodraoBrotceriDevitucexE
shtnom6nihtiW
neewtebeciffoehtesolctonoDdaetsnIsraeYweNdnasamtsirhC
tahtsyadretaolfsaesohtreffoyehtrevenehwekatnacseeyolpme
esoohc
ehtfoeettimmoCyciloPsrotceriDfodraoBrotceriDevitucexE
shtnom6nihtiWtxenehterofeb(
)erusolc
nitnemyolpmefoslevelehtllayfitnedItcartnocsahcusnoitazinagroeht
sruoh12nahtsselemit-trapsrekrowrofseifilauqhcaerehtehwyfitnedIcte
ffoemitdiap
ehtfoeettimmoCyciloPsrotceriDfodraoB
shtnom3nihtiW
hcussmretniatrecfosnoitinifedddAycilopehtotsyadilohyrotutatssa
oiratnOehtotecnereferekaMtahtnoitalugeRsdradnatStnemyolpmE
ycilopsihtstceffa
ehtfoeettimmoCyciloPsrotceriDfodraoB
shtnom3nihtiW
ycilopehtfoypocdrahatuotnirPseiciloprehtohtiwrednibanitituP
siohwenoyreveerehwrednibehtecalPdnatisseccanacycilopehtybdetceffa
tidaer
rotceriDevitucexEsreganaMmargorP
shtnom3nihtiW
emitynanisyadfoegnahcxeedulcnIswonkenoyrevetahtoserudecorpffo
odottahw
rotceriDevitucexEsreganaMmargorP
shtnom6nihtiW
Appendices
Part 3 Appendices
Appendix A Forms
Appendix B Sample Terms of Reference
Appendix C Sample Conflict Resolution Guidelines
Appendix D Sample Decision Making Chart
Appendix E Framework for policy development and review
Appendix F Glossary of Anti-Oppression Terms
Appendix G Focus Group Findings
Appendix H References
24
Appe
ndic
es
Appendix A Forms
bull Plan for policy reviewbull Work planbull How accessible is this policybull How does this policy affect different peoplebull Policy gaps and what we can dobull Report of recommendations
25
Appendices
Plan for policy review
26
etaD aerA weiverotseicilopfotsiL
1raeY
2raeY
3raeY
Appe
ndic
es
Work plan
otsdeentahWneppah
siohWelbisnopser
sksaT eniLemiT
27
Appendices
How accessible is this policy
seYsdeeN
krownoitnettAfosaerA
aniycilopehtsInoitacoleerf-reirrab
nielbaliavaycilopehtsIstamroftnereffid
tuobatnemmocetivniewoDtamrofeht
ninettirwycilopehtsIrofysaesitahtegaugnal
dnatsrednuotstneilctsom
ylisaeebycilopehtnaCrehtootdetalsnart
segaugnal
tiohwyasycilopehtseoDstceffa
siohwyastiseoDrofelbisnopser
tignitnemelpmi
suoiravtcelferycilopehtseoDseulavdnasfeileblarutluc
ehtnissecorpasierehtfIspetsehteraycilop
otelbatpadadnaelbixelfsecnereffidetadommocca
etivniycilopehtseoDkcabdeefevigotelpoep
tahwtuobastnemmocdnasyasti
28
Appe
ndic
es
How does this policy affect different people
snoitseuQ noitnettAfosaerA
neebycilopehtsahwoHdetnemelpmi
evahsecitcarpdnaserudecorptahWdetluser
ycilopsihtmorfstifenebohW
woH
tifenebtonseodohW
woH
otsreirrabehtyfitnediuoynaCeraepyttahWstcapmielbatiuqe
)ctelaicnanifdetalsigel(yeht
dnasnoitseuqstnemmoctahWsihttuobaevahelpoepodstnialpmocserudecorpdnasecitcarpehtroycilop
detaercsahycilopsihttaht
ecivresffatsehtodtahWrosrebmemytinummocsresu
ycilopsihttuobayassreetnulov
29
Appendices
Policy gaps and what we can do
seYsdeeN
krownoitnettAfosaerA
wohyasycilopehtseoDeblliwelpoeptnereffid
detceffa
lliwelpoeptahttimdatiseoDsyawtnereffidnidetceffaeb
hguoneelbixelfycilopehtsItnereffidehtotdnopserot
elpoeptahtsecneirepxedevilevah
elbixelftonsiycilopehtfIehttahwyastiseod
otodlliwnoitazinagrosihtegnahc
egnahcrofnalpehtseoDsenilemitedulcni
wohyasycilopehtseoDrotupnievignacelpoepehtwohtuobakcabdeef
mehtstceffaycilop
edulcniycilopehtseoDdnasmronlarutlucesrevid
seulav
yehteratahW
30
Appe
ndic
es
Report of recommendations
noitadnemmoceR siohWelbisnopser
enilemiT
31
Appendices
Appendix B Sample Terms of Reference ndash Policy Review Committee
PreambleINSERT YOUR ORGANIZATION NAME is committed to applying an integrated anti-oppression frame-work to all undertakings of the organization To that end the organization will ensure that all poli-cies will be regularly reviewed and updated to reflect an integrated anti-oppression perspective
MandateThe mandate of the Policy Review Committee is to review the policies listed below with the objectiveof providing the organization with feedback and recommendations as to how the policies can betterreflect an integrated anti-oppression analysis The committee may also recommend the deletion oraddition of policies in this process
Type of Committee
The Policy Review Committee is a short term project based committee composed of communitymembers from the service area of YOUR ORGANIZATION NAME and frontline staff managementvolunteers Board and people who have accessed our service
Composition
Members should self-identify in one or more of the following waysbull racialized or aboriginalbull people who have little or no decision making power in the organization including service usersbull members of a marginalized groupbull representative of the demographic of organizationrsquos community
Timeline
The committee will complete the said work in a period of not longer than INSERT DATE HERE (3months from the start date of the review)
Deliverables Recommendations Report
Scope
Committee members shall have access to the policies of the organization mission statement by-laws salary grids collective agreements board meeting minutes complaints received strategicplan and all other relevant documents with the exception of the followingbull personnel filesbull in-camera Board meeting minutesbull client filesbull private legal material
32
Appe
ndic
es
Appendix C Sample Conflict Resolution Guidelines ndash Policy ReviewCommittee
PrinciplesIt is in places of conflict that the potential for change exists Conflicting ideas beliefs and valueswill ensure a rich dialogue and essential learning opportunities for everyone Committee membersare charged with reminding themselves that the committee exists in the service of the organizationwith the ultimate goal of better serving the community Each person on the committee has theresponsibility to deal directly with each other and commit to engaging with each other as allies inthis work
The organization will endeavor to assemble the relevant material that will be useful in meeting theobjectives of the committee prior to the beginning of the project and will ensure that any relevantmaterials will be delivered to the committee as quickly as possible
The decisions and recommendations of the committee do not bind the organization into action TheBoard of Directors andor Executive Director of the organization will review the recommendations ofthe committee and ultimately decide what can be instituted
Budget and Additional Resources
The Policy Review Committee has a budget of $$$$$ The budget will cover the committee costs- member expenses childcare travel long distance calls honorarium- meeting expenses accessible meeting room refreshments conference calls- accessibility expenses ASL interpretation note taking attendant care- supplies photocopying office supplies
Staff resource- maintain minutes and discussion notes for the committee- retrieve documents that the committee requires- assist in organizing meetings and refreshments for meetings
Meetings
Meetings will be held at an accessible meeting space ndash onsite at the organization if possible
The committee is responsible to elect co-chairpersons during the first committee meetingThe responsibilities of the co-chairs in consultation with the whole committee are tobull organize meetingsbull develop the agendabull organize committee communicationbull keep committee members on taskbull organize the completion of the final reportbull maintain communication with the organization including updates requests concerns etc
33
Appendices
34
Remember that resolving conflict does not necessarily mean that a person will change their view-point or opinion A resolution of conflict implies that each party has had the opportunity to sharetheir perspective be heard have opportunity for discussion and then have closure
How we deal with our colleagues when we have a different opinion or viewpoint can either open usup to new learning or shut us down The following are some key points to keep in mind
i Recognize that conflict is a healthy part of communication if all parties understand theirresponsibilities in the process
ii Parties should approach the process with the idea of creating a learning environmentiii Parties should be prepared to listen to each other ndash that is really listen without interrupt-
ing or preparing your argument in your headiv If you are challenging a statement made by another person ndash it is important to state
concisely where you believe the problem lies and if it furthers the learning moment tostate the impact on yourself
v Do not belabor the point or make comments about the otherrsquos motivation for the state-ment (ie They are ignorant bigoted etc)
vi The person who has been challenged should take away the information to think aboutwhere their learning lies ndash the statement back to the challenger should include how youwill approach the information that was shared with you from the other person
vii If you do not agree with the challengerrsquos view ndash further dialogue may be necessaryviii State your own view and where you believe the problem liesix Each person is responsible to think critically about the otherrsquos view with a goal of finding
common ground andor compromise andor the decision to agree to disagree ndash which isallowing space for differing points of view
x It is important that both parties do not disengage from the process by complaining orexpressing dissatisfaction about the other person to other people ndash that kind of behaviorlowers the integrity of the process and the party who engages in it
xi Try to understand each otherrsquos perspective without judging the person or making assump-tions about each other
Co-chairs responsibilitiesbull reminding members of the guidelines of conflict resolutionbull arranging time in the agenda to address conflict in the groupbull mediating conversations between the parties in conflictbull negotiating resolutionbull If the conflict is in regards to making a decision The co-chairs should refer to the decision
making guidelines
The guidelines presented above should not be used in situation of discrimination and abuse Inthose situations the committee should follow the procedures in the organizations anti-discriminationor anti-harassment policies
Appe
ndic
es
35
snoitpO snosaeRstifeneBrof
snosaeRsmelborPtsniagA
puorGnoisiceD
rofsnosaeRnoisiceD
Appendix D Sample Decision Making Chart ndash Policy Review Committee
Appendices
36
App
endi
x E
Fra
mew
ork
for p
olic
y re
view
and
dev
elop
men
t
We
deve
lope
d th
is fr
amew
ork
duri
ng th
e fir
st p
hase
of t
his
proj
ect
Its
purp
ose
is to
hel
p or
gani
zatio
ns u
se a
n in
tegr
ated
ant
i-opp
ress
ion
fram
ewor
k ap
proa
ch w
hen
revi
ewin
g an
d de
velo
ping
pol
icie
s
NOITSE
UQ
EG
NELLAH
CES
NOPSE
R
esoprupeht
sitah
Wrodna
ycilopsiht
foerudecorp
erusneotyrassecen
siycilop
aneh
wwonk
ottluciffid
ebn ac
tIruoy
tahterusne
otdna
seicilopyna
moot
gnitaercton
erauoy
ehtgniyfitnedI
stnemetats
gnitcilfnocgnika
mton
e raseicilop
edivorpsalle
wsa
sllaftipeseht
diovapleh
nacesoprup
otyrassecen
eblliw
serudecorptah
wdna
wohot
sanoi tcerid
esoprupeht
teem
bull bull bull bull
ycilopeht
rofelanoitar
ehtedivorP
tnetniytiuqe
ehtyfitnedi
ylraelCseitilibisnopser
evitalsigelyfitnedI
)s(ycilopetairporppa
ehtot
serudecorpkniL
tifycilop
ehtseo
Dycnega
ehtnihti
wnoissi
metad nam
rodnatne
metatsseulav
fotne
metatssfeileb
dna
woH
dnaetadna
mrieht
eniltuotaht
stnemetats
evahseicnega
ynaM
roFetadna
meht
teemlli
wyeht
wohtuoba
sfeilebrieht
elpmaxe
nasi
nemo
wllatsniaga
ecneloivlladne
otelpmaxe
er usneneht
tsum
wolloftaht
seiciloPtne
metatsnoissi
ma
fotsniaga
ecneloivgnitauteprep
tonsi
noitazinagroeht
tahtnoisserppo
ronoisulcxe
fomrof
ehtni
nemo
w
bull bull bull bull bull
fotne
metatsstnemucod
tnavelerllaweiveR
ctetnemetats
noissimetadna
msfeilebeht
stroppusycilop
ehtfi
enimrete
Detadna
mnoissim
seitiugibma
ehtyfitnedI
seulaveht
htiw
st sartnocycilop
ehtfi
enimrete
Dnoitazinagro
ehtfo
ycilopeht
oteka
mnac
uoysegnahc
ehtyfitnedI
tievorp
miot
tifyc ilop
ehtseo
Deht
htiw
snoitazinagronoitisoplacitilop
wo
H
tahtnoitisop
nasitrapa
naem
tonseod
noitisoplacitilopA
ynamrehtaR
ytraplacitilopralucitrap
astroppus
seussiralucitrap
nosnoitisopdepoleved
evahsnoitazinagro
noitazinagrotsini
mefa
ebya
mnoitazinagro
ruoyelp
maxeroF
dluow
serudecorpdna
seicilopruoy
noitazinagrotsini
mefa
sAytiuqe
yapeikro
wemarf
ytilauqesna
mow
awollof
ctestifenebrevigeracyli
mafdednapxe
bull bull
snoitisoplanoitazinagroeht
ssucsiddna
yfitnedItub
nettirwnu
erataht
seussilaicosgnidrager
esohtfo
emoS
noitazinagroruoy
nihtiw
tsixeyap
msireetnulovsvrobal
diapedulcniya
mcteseussi
htlaehlatnemytiuqe
-tne
metatsfeileb
aot
snoitisopetairporppa
ddAtsixe
tonseod
enofi
enoetaerc
ro
Appe
ndic
es
37
NOITSE
UQ
EG
NELLAH
CES
NOPSE
R
teem
ycilopeht
seoD
sdradnatsmu
minim
noitalsigelrobal
fosthgir
namuh
ycavirpnoitalsigelrednufnoit alsigel
dnastne
meergalautcartnoc
rehtostne
meerga
mehtdeecxe
tiseo
D
lautcartnocdna
evitalsigeltee
mylraelc
dluohsseiciloP
nettirw
si)noitalsigel
ytiuqeneve(
noitalsigeLseitilibisnopser
ehtno
desabsi
tahtkro
wemarf
erutluctnani
moda
morfeht
tcetorpot
keesyehT
spuorgsuonego
mohfo
noitpmussa
elpoepfo
sthgireht
ecnavdatonelpoep
dezilanigram
fosthgir
dnoyebog
dluohsseicilopkro
wemarflanoitcesretni
naylppa
oTsdradnatsla
minim
bull bull bull bull
snoitazinagroeht
dnatsrednudna
weiveR
waleht
rednuseitilibisnopser
seitilibisnopserdnatsrednu
dnastcartnoc
weiveRstcartnoc
fos
mreteht
rednullaf
snoitatcepxemu
minim
ehtereh
wyfitnedI
sseccaot
tnemevorp
midna
tnemecnavda
fot rohs
ytiuqedna
lauqetroppus
nacnoitazinagro
ruoysya
wyfitnedI
ytinutroppo
sihtseod
woH
erudecorpycilopeht
tc apmi
snoitazinagrotegdub
fI
mehttne
melpmi
ottcap
miyrategdub
evahod
seicilopyna
Mot
elbissopmi
emoceblli
wycilop
ehtdezingocer
tonsi
sihttub
ycilopdab
asi
tiesuaceb
ton-
dedracsideb
dnawollof
rofdetnuocca
tonere
wnoitatne
melpmi
fostsoc
ehtesuaceb
bull bull bull bull
htiw
detaicossastsoc
ehtllayfitnedI
ycilopeht
fonoitatne
melpmi
ralugerfo
trapera
stsoceht
erehw
yfitnedIedulcni
dluow
reganam
foyralaSei
-ssenisub
noisivrepusffats
stsoclanoitiddayfitne dI
ylgnidroccategduB
otelbisnopser
sioh
Wsi
ycilopsiht
erusnedna
dootsrednudecrofne
elbisnopsersi
ohw
etatsylraelc
tsum
serudecorpdna
seiciloPhcaEssenevitceffe
gnitaulavedna
gnirotinomtuo
gniyrracrof
detatsylraelc
e bdluohs
elorsnosrep
bull bull
diapnudna
diapfo
selorsuoirav
ehtyfitnedI
noitazinagroeht
fosreb
mem
ehttuo
yrraclliw
ohw
srebme
meht
yfitnedIsreb
mem
ehtetaulave
dnaesivrepusserudecorp
ycilopeht
etaulavedna
weiveretaerc
Appendices
38
NOIT
SE
UQ
EG
NELL
AH
CE
SN
OP
SE
R
eht
sita
hW
rof
msina
hcem
lacitirctnial
pm
ockca
bdeef
tegtaht
stnemucod
gnivileb
dluohsserudecorp
dnaseiciloP
ottnatrop
misi
tieroferehT
sevorpmi
gninraelruo
saretteb
rokcabdeef
edivorpnac
detceffaesoht
wohetats
yl raelcro
elbaeganamnu
evitceffenievorp
yehtneh
wfinialp
mocevisserppo
bull bull bull
seifitnediylraelc
tahtycilop
stnialpmoc
aetaer
Csreb
mem
diapnudna
diaprof
ssecorpeht
srebme
mytinu
mmoc
dnastneilcsresu
ecivrestI
elbisseccas i
ssecorpstnialp
moceht
erusnEyllacisyhp
nacsklof
erehw
decalpeb
dluohselbissecca
tnereffidni
dereffodna
tissecca
nialpraelc
ninettir
web
osladluohs
tIsta
mrofelpoep
ybdessecca
ebnac
titaht
osegaugnal
slevelycaretil
suoir avhti
wycilop
ehtrof
kcabdeefrof
ssecorpeht
yfitnedI
weiver
eb
ycilo
pe
htlli
ww
oH
otdetaci
nu
mm
oce
blli
wo
hw
eso
ht ti
yb
detceffa
ehtyb
detceffeesoht
llaot
tnediveeb
dluohscorpseiciloP
tnatropmi
sinoitacinu
mmoc
fonalp
agnitaer
Cse
moctuobull bull bull bull bull bull
elbisnopsereb
lliw
ohw
elpoepeht
folla
yfitnedIeb
lliw
ohw
esohtdna
noitatnemelp
mirof
noitatnem elp
mieht
ybdetcap
misdnik
tnereffideht
sseccafo
stniopeht
yfitnedIyrassecen
sseccafo
sepytdna
noitatnemelp
mirof
elbisnopseresoht
llaerusnE
seitilibisnopserrieht
tuobaraelc
eraot
ycilopetacinu
mmoc
otnalp
ehtyfitnedI
s rebme
mytinu
mmoc
dnastneilcsresu
ecivresrehto
dnaegaugnal
ycaretilsserdd
Aseussi
ytilibisseccaseussi
eseh tsserdda
otnalp
aetaer
C
Appe
ndic
es
39
NOITSE
UQ
EG
NELLAH
CES
NOPSE
R
weivereht
sitah
Weludehcs
ehtodlli
woh
W
weiver
deweiver
ebdluohs
stnemucod
gnivilsa
serudecorpdna
seiciloPdluohs
ssecorpehT
tnemevorp
mirof
yltnetsisnocdna
ylralugernI
kcabdeefrof
ytinutroppoedivorp
otsa
oseludehcs
aedulcni
dnaseicilop
ehtyb
detceffaesohtlla
morftupni
tegot
redrotahtnesohc
rodetov
ebdluohs
sreweiver
fomaet
aserudecorp
sevitcepsrepfo
esabdaorb
atneserper
bull bull bull
roylraey-
seicilopfo
weiverrof
enile
mita
teSylraey-ib
ebdluohs
tahtspuorg
redlohekatseht
yfitnedIytisrevid
otnoitnetta
htiw
weivereht
nidevlovni
dnassenevitceffe
ehtssessa
otsloot
edivorPycilop
hcaefo
ytiuqe
ycilopsiht
seoD
egnellahclahcrairtap
laicosevisserppo
wo
Hs
mron
gnignellahcflesti
nisi
krowe
marfdetargetni
nagniylppA
neebevah
sufo
ynam
sareve
woHs
mronerutluc
tnanimod
morftrats
dluohse
wsdradnats
naciremA
htroN
ybdenoitidnoc
nide
marfeblli
wserudecorp
dnaseicilop
ruotaht
esimerp
ehtksa
otevah
ew
eroferehTsfeileb
dnaseulav
erutluctnani
modgnidlohpu
tonera
ew
erusnetaht
snoitseuqfo
seiresa
sevle sruonoisserppo
fos
metsysdehcnertne
bull bull bull bull bull bull bull
noisserppodna
yhcrairtapfo
seussieht
yfitnedIycilop
hcaeni
tnerehninihti
wseussi
esehtegnellahc
otwoh
ezigetartSnoitazinagro
ruoygnika
mnoisiced
ehtni
ycnerapsnarteht
weiveRsessecorp
seodtah
Weisevlesruoyrof
snoitseuqetaerC
noitazinagroruo
niekil
koolre
wopycilop
ehtmorf
stifeneboh
wyfitnedI
revore
wopa
dlohpuseicilop
hcihw
enimrete
Dkro
wemarf
emit-lluf
derihsteg
ohWei
-snoitseuq
ksAsi
erehW
denimreted
sihtsi
woH
emit-trap
senimreted
ohW
tegdubeht
nitneps
yenom
seitiroirp
Appendices
40
NOITSE
UQ
EG
NELLAH
CES
NOPSE
R
ehteblli
wtah
Wno
tcapmilaitnereffid
spuorgdezilanigra
m
dnatsrednuot
tnatropmi
sitI
emas
ehtnae
mton
seodlauqEyfitnedi
otspuorg
tnereffidno
seicilopfo
stcapmi
suoiraveht
foytilibissecca
troppusot
wohdna
eilsreirrab
ehtereh
wspuorg
suoiravrof
secivresdna
tnemyolp
me
bull bull bull bull
fos
mitcivera
ohw
elpoepfo
spuorgyfitnedI
noisserppoci
metsysspuorg
suoiravno
stcapmi
ehtyfitnedI
dnaytiuqe
ecnavdataht
stcapmi
hsiugnitsiD
tonod
tahtesoht
sseccaot
sreirrabegnahc
otsya
wezigetartS
ycilopehtlli
wwo
Hnoisserppo
egnellahcnoisserppo
cimetsys
rofseicilop
weiveR bullmsicar
bullaibohpo
mohmsixesoreteh
bullmsielba
bullmsiega
bullmsixes
bullmsirtneconhte
bullmsissalc
bullmsiti
mes-itnabull
msibarA-itnabull
noitanimircsid
suoigilerbull
msilainoloc
bull bull bull
tsrifnretse
wa
sahycilop
ehtfi
enimrete
D
weivdlro
wtuoba
noitpmussa
narof
ycilopeht
ssessAnoitautis
cimonoce-oicos
dnaegaugnalytilibafo
secnereferrof
egaugnaleht
weiveRsnoitp
mussasuoigilernoitazinoloc
Appe
ndic
es
Appendix F Glossary of Anti-Oppression Terms
Ableism Prejudice and discrimination against people living with mental emotional and physicaldisabilities or differences People living with disabilities experience this discrimination segrega-tion and isolation because of peoplersquos prejudices and institutional barriers not because of thedisability or difference itself Deaf Deafened and Hard of hearing people historically have experi-enced systemic ableist oppression as well
Anti-Semitism Discrimination or violence against Jews Judaism and the cultural intellectualand religious heritage of Jewish people The word Semite literally refers to ldquoany of the peoplessupposed to be descended from Shem son of Noah especially the Jews Arabs Assyrians andPhoeniciansrdquo However Anti-Semitism is mostly used to refer to prejudice discrimination andviolence directed at Jews
Class Economic and social groups People in the higher classes make decisions about theeconomy while other people work for wages or are kept out of the economy The things that markdifferences between classes include peoplersquos ability to meet their basic needs their level ofincome wealth and formal education and their connections with people and institutions thathave influence and power In the current economic structure rich people got their wealth bytaking advantage of people at the bottom and middle of the class structure
Classism Any practices and beliefs that judge and value people according to their social class orthe social class that other people assume they belong to Most workplaces use classist languagethat reflects and reinforces the social hierarchy For example they undervalue the work of sup-port staff and decisions do not include the knowledge and opinions of these workers
Colonialism When a foreign power dominates and exploits an indigenous group by taking theirland and resources and using them as cheap labor in order to make money It also means spe-cific era between the 1700s and 1900s when European countries expanded into the Americasand countries of the global South In Europe people justified these practices using racial doc-trines These ideas about hierarchies of race are still widespread Uncovering and challengingthe ideas and ongoing practices of colonialism are important parts of racial equity work
Culture The collective experience beliefs values knowledge economy and ways of life of agroup of people who share past or current experiences Culture changes constantly it is notstatic Every culture is shaped by the land and spaces people inhabit together Individual andgroup culture can also be shaped by language religion racialization gender experiences ofmigration and immigration social class political affiliation family influences age sexual orien-tation geographic origin ethnicity experiences of discrimination or lack of discrimination andexperiences fighting oppression
Disenfranchised Not having full rights as a citizen or not being able to fully participate as amember of the community
41
Appendices
Dominant Culture The beliefs values and judgments of groups with social power The dominantculture is created and maintained by people in the dominant social group People who do notbelong to the dominant group often believe that these values beliefs and judgments are trueinstead of seeing how they reflect the interests of people in power
Dominant group People whose social identity gives them power and privilege In most parts ofCanada dominant identities are White male English-speaking heterosexual able-bodied Chris-tian affluent and middle class thirty to sixty-five years of age university educated from centralCanada Many people have one or more dominant identities
Equity Peoplersquos rights as individuals or members of a group to an equitable share of theresources and influence in society Equity work analyses and challenges unfair systems andpractices and works towards creating outcomes and access that benefit people equally
Exploitation Taking unfair advantage of a person or a group for onersquos own gain or advantageExploitation can be systematic or individual
First Nations A term that reflects the process some Aboriginal peoples in Canada have used toname themselves The word ldquofirstrdquo recognizes the fact that Aboriginal peoples are the originalinhabitants of what is now called Canada The word ldquonationrdquo stresses the fact that Aboriginalpeoples are political collectives who had their own forms of government before Europeans beganto settle here Many First Nations peoples are fighting to re-establish that sovereigntybull The term also refers to a group of Aboriginal people who were previously called a ldquoBandrdquo by
the Department of Indian Affairsbull ldquoFirst Nationrdquo can also mean a group or several groups of Aboriginal people who have the
same ethno-cultural background
Gender identity Features that are tied to how an individual thinks of themselves as a man or awoman A personrsquos gender identity may not be the same as their biological sex
Gender roles The culturally specific behaviors and appearances constructed by a culture todefine what is expected of women and men The expectations of femininity and masculinity areimposed on individuals according to their biological sex
Harassment Persistent ongoing behavior conveying negative attitudes towards an individual orgroup to make them feel intimidated and humiliated Harassment is an exercise of power Itincludes any action that a person knows or should know is not welcome Harassment includesname-calling jokes slurs graffiti insults threats rudeness and crude gestures verbal or physi-cal abuse Human Rights Codes in most provinces prohibit harassment based on race religionsex ethnicity and the other prohibited grounds for discrimination
Heterosexism All practices that convey the message that heterosexuals are better than otherpeople including the assumption that everyone is or must be heterosexual It operates like otherforms of prejudice and discrimination giving privilege and rights to members of the dominantgroupndashheterosexualsndashand not to gay or lesbian people
42
Appe
ndic
es
Hierarchy A system that gives individuals or groups different positions and power People andgroups with a higher rank have more power resources and value than individuals or groups witha lower rank For example in a patriarchy men are given more value than women
Immigrants People who have arrived and settled in Canada in their lifetime Sometimes peopleuse the word incorrectly to refer to Canadian-born racialized people because they assume thatall racialized people were born elsewhere
Inclusive Making sure that all members of the community are represented or involved in allaspects of the community
Integrated Combining information and values from a variety of people and sources in order toget a fuller result that is more inclusive
Islamaphobia The systemic ways and individual practices of racism that target Arab people andhave particular impact on them Some examples include negative stereotyping of Muslim peopledepicting Islam as essentially violent and fundamentalist assuming that all Arabs are Muslimand all Muslims are Arabs
Landed immigrant Persons with legal status who are permanent residents of Canada ratherthan visitors refugee claimants temporary workers or citizens
Marginalization A process that keeps groups or individual from having access to all or part ofthe resources and activities of the community
Oppression When one social group takes advantage of another social group either knowinglyor unconsciously Oppression gives the dominant group privilege and marginalizes anddisenfranchises the subordinated group The dominant social group can use force or social insti-tutions and resources to achieve oppression After a time individual members of the dominantgroup do not need to do anything and unequal treatment becomes so much a part of the socialinstitutions and structures that it seems normal
People of colour Any person who is not White or Aboriginal This term was first adopted in theUnited States by racialized people who were trying to name themselves with a positive identityrather than as ldquonon-whitesrdquo ldquocolouredrdquo ldquoethnicsrdquo or ldquovisible minoritiesrdquo
Privilege Unearned power that gives members of the dominant group economic social andpolitical advantages Privilege also means rights that everyone should have but that are deniedto some people
Racism Any aspect of Canadian society that openly or subtly makes White people and Whitenessnormal and valuable while making racialized communities invisible or devaluing stereotypingand labeling people of colour as ldquoothersrdquo who are different or inferior
43
Appendices
Individual racism The beliefs attitudes and actions of individuals that support or maintainracism Individual racism can be conscious or unconscious It can be active or passive
Institutional racism The network of structures policies and practices in systems and institutionsthat give White people advantages and that discriminate oppress and disadvantage racializedpeople
RacializationRacialized Racial identities are not fixed categories They are shaped by historynationality gender class and identity politics Racial designations often differ from country tocountry The term racialization or racialized makes explicit the ways in which we are socialized todifferentiate groups of people on the basis of superficial physical characteristics where White isthe norm It emphasizes the active process of categorizing people while at the same time reject-ing ldquoracerdquo as a scientific category
Refugee Persons who have to flee their country because they have a ldquowell-foundedrdquo fear ofpersecution based on race religion nationality political opinion or membership in a particularsocial group
Religious discrimination Any institutional or individual practices that exclude and discriminateagainst a person because of their religion In Canada many workplaces do not provide equitablyfor all religions Recently the Supreme Court has ruled that employers must accommodate em-ployees whose religious observances are not recognized in the Christian-based statutory holidayssuch as Easter and Christmas Religious discrimination is often linked to other forms of discrimi-nation For example Irish Catholics were often marked by their class ethnic origins and lan-guage as well as their Catholicism Racialized Muslims often experience racism mixed withreligious discrimination
Sexism Systemic and individual practices that give men privilege make women subordinate andthat shame values identified with women
Social Location or Social Identity A personrsquos membership in a socially constructed groupThese groups are often identified according to superficial characteristics such as skin colourcountry of origin religious beliefs body form etc
Structural This approach to equity work believes that the thoughts and behaviors of the indi-vidual are created and guided by various social structures such as capitalism andor neo-liberal-ism and are therefore limited The focus for change is raising awareness of the limits and chal-lenging the structures
Systemic racism The conscious or unconscious policies procedures and practices that excludemarginalize and exploit racialized people Systemic racism is supported by institutional powerand by powerful ideas often unexamined ones which make racism look normal and justified Forexample institutions that do not have effective complaints procedures or performance appraisaland promotion processes that use equity competencies make it possible for individuals to beracist
44
Appe
ndic
es
45
Transgender person A person who is not comfortable with or who rejects some or all of thegender identity given to their biological sex This is an umbrella terms used to describe trans-sexuals transvestites or cross-dressers and intersex people
Transsexual Someone who has a very strong feeling that they are living in the wrong sex A maletranssexual needs to live as a woman and a female transsexual needs to live as a man Somebut not all transsexuals have surgery to reassign their sex Some have procedures to partiallyreassign their sex and some use hormone therapy A transsexual can be heterosexual homo-sexual or bisexualWhite Refers to people belonging to the dominant racial group enjoy skin privilege in NorthAmerica Australia New Zealand and anywhere European colonialism has created racial inequityThe term ldquoWhiterdquo is capitalized for different reasons than other racial designations ndash Aboriginaland Black The latter identities are claimed with pride in opposition to the names imposed bydominant White society One of the ways that racism operates is to leave the racial identity ofWhite people unidentified ldquoWhiterdquo is capitalized to interrupt the privilege of having Whitenessgo unnamed
White Supremacy A system based on assumption of the ldquorightness of Whitenessrdquo in whichpolitical economic and social systems result in White people having more privilege and powerthan racialized people
many of the terms in the glossary were adapted with permission from Dancing on Live Embers ChallengingRacism in Organization by Tina Lopes and Barb Thomas Toronto Between the Lines 2006
Appendices
Appendix G Focus Group Findings
The following points are the relevant themes that emerged from the focus groups The groups wereasked to answer the following questions
1 How well has your organization and the various sectors practiced an integrated approach to anti- oppression
bull overall feeling that most are doing pretty good workbull some feel frustrated that the policies etc are not fully put into practice by all staff at an
agencybull feeling that the work is silorsquod and separated ndash working on one oppression at a timebull that the work is framed from a white middle class perspectivebull the work is not happening fast or often enough ndash ie deaf woman services gaps and barriers
2 What are the effective practices in the various areas ie policies programming outreach training org development
bull be committed inventive constantly evolve vigilantbull open to change pushing for changebull inclusion at all levels of an organization working together on committees and groupsbull engage diversity responsive to different needs
3 Where are the challengesbull funding shortages piecemeal and targeted on specific groups onlybull lack of accountability lack of clear policies and proceduresbull lack of inclusivity and diversitybull lack of time to be together communicate etcworkloads of service providersbull silorsquod workbull systemic exclusion internal and societal institutions
4 Visions and suggestions for changebull core guidelines with key values ndash written down and put into practicebull accountability in staff and managementbull commitment from all levelsbull everyone open to challengebull look at themes not populationsbull community drivenbull training and toolsbull fully funded and supported by structures
5 Who would take up the facilitation of changebull not one personbull coalitionsbull community groupsbull all levels of organization including service users
46
Appe
ndic
es
Recommendation(s)
a Conduct a review of existing policies procedures and practices that organizations feel repre-sent their best efforts of an integrative anti-oppressive framework
b Working groups should be created to develop the most effective integrative policies andprograms The groups should include diverse members from different social locations com-munities and be representative of all levels of the organization including service users
c Organizations must support this work by allocating time personnel and resourcesd Organizations must demonstrate commitment to the work by reviewing all policies proce-
dures and programs through the lense of an integrative anti-oppressive frameworke A tool kit should include templates of policies and procedures to simplify the writing of work
done by the committeesworking groupf This work is not static and must be revisited regularly in order to incorporate new informa-
tiong Organizations should offer regular training and workshops on how to put an integrative anti-
oppression framework into practiceh Organizations must hold staff and volunteers accountable to adhering to agency practice by
offering training and supervision including key values in mandate and mission statementsand integrative anti-oppressive practices in personnel and volunteer policies
Focus group participants
The following organizations participated in focus groups in 2005-06 for the Integrative Anti-Oppression Project
Woman Abuse CouncilFCJ Refugee Centre519 Community CentreNelliersquosSpringtidersquos Women with Disabilities ProgramToronto Rape Crisis CentreMulticultural Women Against RapeCentral Neighbourhood HouseAccess Alliance Multicultural Community Health CentreA Commitment to Training and Employment for Women (ACTEW)Arab Community Centre of TorontoAssaulted Womenrsquos HelplineBarbara Schlifer Counselling ClinicBlack Creek Community Health CentreCentral Family IntakeErnestine Womenrsquos ShelterFamily Services AssociationFlemingdon Neighborhood ServicesKorean Canadian Womenrsquos Association
47
Appendices
Macaulay Child Development CentreSt Christopherrsquos HouseSt Joseph Womenrsquos Health CentreSt Michael HospitalStonegate Community Health CentreUrban Alliance on Race RelationsWomenrsquos Counselling Referral and Education CentreYorktown ShelterYWCA
48
Appendix H References
Dancing on Live Embers Challenging Racism in Organizations Tina Lopes and Barb Thomas Be-tween the Lines Toronto 2006
Campbell C (2003) Anti-oppressive social work Promoting equity and Social Justice Editor DrCarolyn Campbell Halifax Nova Scotia Dalhousie UniversityRetrieved Jan 22 2008httpaoswsocialworkdalcawhatisaoswhtml
Roundtable on Anti-Oppression Politics in Anti-Capitalist Movements Edited by Sharmeen Khan ndashparticipants in the roundtable Kirat Kaur Junie Deacutesil Gary KinsmanRetrieved Jan 22 2008httpuppingtheantiorgnode1380
Williams C (2003) ldquoSeeking Cultural Competence What Is It How Do You Develop It and How DoYou Know When Yoursquove Got Itrdquo In WShera (Ed) Emerging Perspectives on Anti-Oppressive Practice(pp 265 - 278) Toronto Canadian Scholarsrsquo Press Inc
- Front Page1-1
- ManualModEN2
- ManualModEN3
- ManualModENCon
-
Applying Integrated Anti-oppression To Policies
Here is how we used our questionnaire to assess our policy about Paid Holidays
How accessible is this policy
16
seYsdeeN
krownoitnettAfosaerA
aniycilopehtsInoitacoleerf-reirrab
X ehtnoyllacinortceleelbaliavaylnOrevres
seicilopehtsseccanacffatsylnO
tnereffidnielbaliavaycilopehtsIstamrof
ehttuobatnemmocetivniewoDtamrof
X
X
ffodetnirpnehw-tnirpnielbaliavaylnOrevreseht
enoynamorfkcabdeefdeticilostnevaH
egaugnalninettirwycilopehtsIdnatsrednuotysaesitaht
X yrotutatSeinograjemossesUdetlitssiegaugnaL
nepogninaemehtsevaelegaugnalemoSnoitaterpretniot
ylisaeebycilopehtnaCsegaugnalrehtootdetalsnart
X
tiohwyasycilopehtseoDstceffa
rofelbisnopsersiohwyastiseoDtignitnemelpmi
X seeyolpmednaffatsemit-trapseifitnedIrofelbisnopsersiohwyfitneditonseoD
noitatnemelpmieraffatsrehtowohyfitneditonseoD
detceffa
suoiravtcelferycilopehtseoDseulavdnasfeileblarutluc
X emitdiaptegelpoepdnadesolcsieciffOsyadilohnaitsirhCrofffo
rosnoitarbeleclarutlucsyadilohrehtOdenoitnemtoneraslautir
ycilopehtnissecorpasierehtfIdnaelbixelfspetsehtera
etadommoccaotelbatpadasecnereffid
X dewollasinoitutitsbusenO
otelpoepetivniycilopehtseoDstnemmocdnakcabdeefevig
syastitahwtuoba
X gniydemeryfitneditonseodycilopehTspets
wohyfitnedirokcabdeefticilostonseoDsmelborpehtsserddaot
Appl
ying
Inte
grat
ed A
nti-o
ppre
ssio
n To
Pol
icie
s
How do our policies affect different peopleThe questions in this section are designed to facilitate discussion about the impacts of policies ondiverse lived experiences Some questions can be answered with yes or no responses and othersrequire more information The term ldquoimpactrdquo in this context is used in a broad sense to refer to bothbenefits and restrictions
To consider how people are affected you should aim for a policy thataffects people equitablyincorporates values that are of similar importance for people with different livedexperiencessays what it does not do and outlines steps to changewas created with input from the range of people who are affected by it
Questions for discussionTo check how your policies affect different people use these questions in your discussion
1 How has the policy been implemented What procedures and practices have resulted
2 Who benefits from this policy How
3 Who does not benefit How
4 What are the barriers to equitable impacts What are the kinds of barriers (legislated finan-cial etc)
Record your decisions on the form ldquoHow does this policy affect different peoplerdquo This form is onpage 29 (Appendix A)
17
Applying Integrated Anti-oppression To Policies
Here is how we used this questionnaire to assess our policy about Paid Holidays
How does this policy affect different people
noitseuQ noitnettAfosaerA
detnemelpmineebycilopehtsahwoHevahsecitcarpdnaserudecorptahW
detluser
ecitcarP rosivrepusriehttelyllabrevffatSasekamdnasyadilohgnihctiwserayehtwonk
teehsemitrehnoetonecitcarP diaprofelbigiletoneraohwffats
krowtsumsyadtatsnokrowotesoohcohwroemitemohmorf
enoyreveerusneotroycnetsisnocrofserudecorpoNycilopehtwollofotwohswonk
ycilopsihtmorfstifenebohW
woH
syadilohnaitsirhCetarbelecohwffatS
tegyehTohwsrehtohtiwyojneotffoemitdiap-
syadilohlarutlucrosuoigilerralimisetarbelecemocnitsolon-
tifenebtonseodohW
woH
yehtesuacebetarbelectonodohwffatSdesolcerasrehtoynamnehwkrowodotyrt-secifforehtoynamnehwffoemitekattsum-
nepoeraffoemittegotelggurtstsum-
yehtesuacebelbigiletoneraohwffatSdnaemocnignisolneewtebesoohctsum-
)etarbelecyehtfi(yadilohnokrowotgnivah
otsreirrabehtyfitnediuoynaCyehteraepyttahWstcapmielbatiuqe
)ctelaicnanifdetalsigel(
ffoemitdiapdetalsigeL
llaevigotdroffatonnac-stniartserlaicnaniFffoemitdiapffats
tnemucodotecalpniserudecorpevahotevaHsesoprupytilibailrofstnemegnarraevitanretla
dnasnoitseuqstnemmoctahWycilopsihttuobaevahelpoepodstnialpmoc
serudecorpdnasecitcarpehtrodetaercsahycilopsihttaht
ytinummocsresuecivresffatsehtodtahWsihttuobayassreetnulovrosrebmem
ycilop
ynaedivorpdluohsnoitazinagroehTdnalamroftuobaevahyehtnoitamrofni
ehtotycilopsihttuobastnialpmoclamrofniweiverrofeettimmoCyciloP
18
Appl
ying
Inte
grat
ed A
nti-o
ppre
ssio
n To
Pol
icie
s
What are the gaps in policy and what can we do to make changesThe questions in this section are exploratory to help begin discussions to identify gaps and generateideas for change Use a flipchart with the questions as headers This will allow everyone to contrib-ute and build on the information and ideas
Questions for discussion
1 Does the policy recognize and identify how different people will be affected
2 Is the policy flexible enough to respond to the different lived experience that people have
3 If the policy is not flexible does it say what the organization will do to change this Does theplan for change include timelines
4 Does the policy say how people can give input or feedback about how the policy affectsthem What comments questions and complaints do people have about this policy or thepractices and procedures that this policy has created
5 Does the policy include diverse cultural norms and values What are they
Record your decisions on the form ldquoPolicy gaps and what we can dordquo This form is on page 30 (Ap-pendix A)
19
Applying Integrated Anti-oppression To Policies
Here is how we used this questionnaire to assess our policy about Paid Holidays
Policy gaps and what we can do
20
seYsdeeN
krownoitnettAfoaerA
tnereffidwohyasycilopehtseoDdetceffaeblliwelpoep
X ybstcapmilaitnereffidseifitneditIdnaffatsemittrapgnigdelwonkca
-retsaEetarbelectonodohwesohtsrehtoon
othguoneelbixelfycilopehtsIdeviltnereffidehtotdnopser
evahelpoeptahtsecneirepxe
X ehtotsseccaffatsemittrapsreffOylno-ffoemityadilohnaitsirhCdiap
)sruoh12revo(ffatsemittrapniatrecdeifitnedisrehtoon-
tiseodelbixelftonsiycilopehtfIodlliwnoitazinagroehttahwyas
sihtegnahcot
edulcniegnahcrofnalpehtseoDsenilemit
X
X
oN
oN
elpoepwohyasycilopehtseoDtuobakcabdeefrotupnievignac
mehtstceffaycilopehtwoh
X deticilostonsinoitamrofnioN
esrevidedulcniycilopehtseoDseulavdnasmronlarutluc
yehteratahW
X ssalcfonoitingoceremossierehTotsrekrowemittraprof-seussi
emostifenebyadilohsuoigilerenosierehT
emos-dewollanoitutitsbusecnereffidfonoitingocer
Appl
ying
Inte
grat
ed A
nti-o
ppre
ssio
n To
Pol
icie
s
Step 5 Make recommendations
Once the committee has assessed the policies it must create a report that outlines its recommenda-tions The report should summarize how each policy could be improved To come up with recommen-dations for improving each policy the committee can review comments from the questionnaires
The main question in this step of the process is What would improve this policy so that it inte-grates anti-oppressive practice Use flipchart paper to record ideas This allows committee mem-bers to share information and build upon each otherrsquos ideas
Facilitate the discussionThere will be different perspectives and ideas about what changes will benefit people and how toaccomplish these changes Because of this there is potential for conflict Here are some hints tohelp make sure that this discussion will lead to recommendations that can help your organization
Ask the committee to choose a facilitator for the discussion Their role isto support everyone in being heardto solicit all ideas and perspectivesto make sure that opposing viewpoints or challenges are given and received in afriendly and open mannerto help the committee build consensus andto finalize recommendations
The facilitator should not offer ideas to the discussion Their role is to help make sure all of thecommitteersquos ideas are recorded The organization may choose to hire an outside facilitator for thispart of the discussion
Have the facilitator review the committeersquos Terms of Reference and Conflict Guidelines Remindeveryone that this is ongoing work
Write a reportFor each policy the committee should write a recommendations report
This report has three columns
Write the committeersquos recommendations in the left-hand column The recommendations may rangefrom fairly simple to quite complex They can be one-time actions or multi-staged changes
The committee should leave the two columns on the right empty ndash these will be filled out by deci-sion-makers in the organization They will review the recommendations and decide what to do withthem
noitadnemmoceR elbisnopsersiohW enilemiT
21
Applying Integrated Anti-oppression To Policies
Assessing the recommendationsAs soon as possible the decision-makers in the organization should review the recommendationsand fill out the right-hand columns of the recommendations report The management or Board ofDirectors must decide Who is responsible They must also set a Timeline
The organization is not required to act immediately on all of the committeersquos recommendationsSome recommendations may not be possible or viable in the immediate future and may need longerterm planning
To decide how to implement the recommendations the decision-makers should considerbull how urgent the issue isbull the workloads of the staff involved in changing the policybull the fiscal timingbull what research the organizations needs andbull how much time the organization needs to prepare
For example a policy change that does not involve employment standards or financial supports couldbe implemented fairly quickly A policy change that involves rewriting translating and adaptingpolicies will takes time so it may not be implemented until well after the organization has finishedtaking care of its year-end reporting responsibilities
Once the Board or management has done this work they should give copies of their completedreport to every member of the committee and to all staff volunteers and community members whoare affected by the policy This helps keep the policy process open and helps people feel that thepolicy process is collaborative among everyone in the organization
Use the ldquoReport of recommendationsrdquo chart on page 31 (Appendix A) to record your decisions
22
Appl
ying
Inte
grat
ed A
nti-o
ppre
ssio
n To
Pol
icie
s
Here is a sample report of recommendations
Report of recommendations
23
noitadnemmoceR elbisnopsersiohW enilemiT
diapwollaottnemetatsycilopegnahCsuoigileraevahtahtsyadilohyrotutats
yllacificepsnoitcennoclarutlucroyadirFdooGyaDgnixoByaDsamtsirhC
otyaDsraeYweNdnayadnoMretsaErosuoigilerhtiwdegnahcxeeb
toneratahtsetadtnatropmiyllarutlucsdradnatstnemyolpmeehtnideifitnedi
tca
ehtfoeettimmoCyciloPsrotceriDfodraoBrotceriDevitucexE
shtnom6nihtiW
neewtebeciffoehtesolctonoDdaetsnIsraeYweNdnasamtsirhC
tahtsyadretaolfsaesohtreffoyehtrevenehwekatnacseeyolpme
esoohc
ehtfoeettimmoCyciloPsrotceriDfodraoBrotceriDevitucexE
shtnom6nihtiWtxenehterofeb(
)erusolc
nitnemyolpmefoslevelehtllayfitnedItcartnocsahcusnoitazinagroeht
sruoh12nahtsselemit-trapsrekrowrofseifilauqhcaerehtehwyfitnedIcte
ffoemitdiap
ehtfoeettimmoCyciloPsrotceriDfodraoB
shtnom3nihtiW
hcussmretniatrecfosnoitinifedddAycilopehtotsyadilohyrotutatssa
oiratnOehtotecnereferekaMtahtnoitalugeRsdradnatStnemyolpmE
ycilopsihtstceffa
ehtfoeettimmoCyciloPsrotceriDfodraoB
shtnom3nihtiW
ycilopehtfoypocdrahatuotnirPseiciloprehtohtiwrednibanitituP
siohwenoyreveerehwrednibehtecalPdnatisseccanacycilopehtybdetceffa
tidaer
rotceriDevitucexEsreganaMmargorP
shtnom3nihtiW
emitynanisyadfoegnahcxeedulcnIswonkenoyrevetahtoserudecorpffo
odottahw
rotceriDevitucexEsreganaMmargorP
shtnom6nihtiW
Appendices
Part 3 Appendices
Appendix A Forms
Appendix B Sample Terms of Reference
Appendix C Sample Conflict Resolution Guidelines
Appendix D Sample Decision Making Chart
Appendix E Framework for policy development and review
Appendix F Glossary of Anti-Oppression Terms
Appendix G Focus Group Findings
Appendix H References
24
Appe
ndic
es
Appendix A Forms
bull Plan for policy reviewbull Work planbull How accessible is this policybull How does this policy affect different peoplebull Policy gaps and what we can dobull Report of recommendations
25
Appendices
Plan for policy review
26
etaD aerA weiverotseicilopfotsiL
1raeY
2raeY
3raeY
Appe
ndic
es
Work plan
otsdeentahWneppah
siohWelbisnopser
sksaT eniLemiT
27
Appendices
How accessible is this policy
seYsdeeN
krownoitnettAfosaerA
aniycilopehtsInoitacoleerf-reirrab
nielbaliavaycilopehtsIstamroftnereffid
tuobatnemmocetivniewoDtamrofeht
ninettirwycilopehtsIrofysaesitahtegaugnal
dnatsrednuotstneilctsom
ylisaeebycilopehtnaCrehtootdetalsnart
segaugnal
tiohwyasycilopehtseoDstceffa
siohwyastiseoDrofelbisnopser
tignitnemelpmi
suoiravtcelferycilopehtseoDseulavdnasfeileblarutluc
ehtnissecorpasierehtfIspetsehteraycilop
otelbatpadadnaelbixelfsecnereffidetadommocca
etivniycilopehtseoDkcabdeefevigotelpoep
tahwtuobastnemmocdnasyasti
28
Appe
ndic
es
How does this policy affect different people
snoitseuQ noitnettAfosaerA
neebycilopehtsahwoHdetnemelpmi
evahsecitcarpdnaserudecorptahWdetluser
ycilopsihtmorfstifenebohW
woH
tifenebtonseodohW
woH
otsreirrabehtyfitnediuoynaCeraepyttahWstcapmielbatiuqe
)ctelaicnanifdetalsigel(yeht
dnasnoitseuqstnemmoctahWsihttuobaevahelpoepodstnialpmocserudecorpdnasecitcarpehtroycilop
detaercsahycilopsihttaht
ecivresffatsehtodtahWrosrebmemytinummocsresu
ycilopsihttuobayassreetnulov
29
Appendices
Policy gaps and what we can do
seYsdeeN
krownoitnettAfosaerA
wohyasycilopehtseoDeblliwelpoeptnereffid
detceffa
lliwelpoeptahttimdatiseoDsyawtnereffidnidetceffaeb
hguoneelbixelfycilopehtsItnereffidehtotdnopserot
elpoeptahtsecneirepxedevilevah
elbixelftonsiycilopehtfIehttahwyastiseod
otodlliwnoitazinagrosihtegnahc
egnahcrofnalpehtseoDsenilemitedulcni
wohyasycilopehtseoDrotupnievignacelpoepehtwohtuobakcabdeef
mehtstceffaycilop
edulcniycilopehtseoDdnasmronlarutlucesrevid
seulav
yehteratahW
30
Appe
ndic
es
Report of recommendations
noitadnemmoceR siohWelbisnopser
enilemiT
31
Appendices
Appendix B Sample Terms of Reference ndash Policy Review Committee
PreambleINSERT YOUR ORGANIZATION NAME is committed to applying an integrated anti-oppression frame-work to all undertakings of the organization To that end the organization will ensure that all poli-cies will be regularly reviewed and updated to reflect an integrated anti-oppression perspective
MandateThe mandate of the Policy Review Committee is to review the policies listed below with the objectiveof providing the organization with feedback and recommendations as to how the policies can betterreflect an integrated anti-oppression analysis The committee may also recommend the deletion oraddition of policies in this process
Type of Committee
The Policy Review Committee is a short term project based committee composed of communitymembers from the service area of YOUR ORGANIZATION NAME and frontline staff managementvolunteers Board and people who have accessed our service
Composition
Members should self-identify in one or more of the following waysbull racialized or aboriginalbull people who have little or no decision making power in the organization including service usersbull members of a marginalized groupbull representative of the demographic of organizationrsquos community
Timeline
The committee will complete the said work in a period of not longer than INSERT DATE HERE (3months from the start date of the review)
Deliverables Recommendations Report
Scope
Committee members shall have access to the policies of the organization mission statement by-laws salary grids collective agreements board meeting minutes complaints received strategicplan and all other relevant documents with the exception of the followingbull personnel filesbull in-camera Board meeting minutesbull client filesbull private legal material
32
Appe
ndic
es
Appendix C Sample Conflict Resolution Guidelines ndash Policy ReviewCommittee
PrinciplesIt is in places of conflict that the potential for change exists Conflicting ideas beliefs and valueswill ensure a rich dialogue and essential learning opportunities for everyone Committee membersare charged with reminding themselves that the committee exists in the service of the organizationwith the ultimate goal of better serving the community Each person on the committee has theresponsibility to deal directly with each other and commit to engaging with each other as allies inthis work
The organization will endeavor to assemble the relevant material that will be useful in meeting theobjectives of the committee prior to the beginning of the project and will ensure that any relevantmaterials will be delivered to the committee as quickly as possible
The decisions and recommendations of the committee do not bind the organization into action TheBoard of Directors andor Executive Director of the organization will review the recommendations ofthe committee and ultimately decide what can be instituted
Budget and Additional Resources
The Policy Review Committee has a budget of $$$$$ The budget will cover the committee costs- member expenses childcare travel long distance calls honorarium- meeting expenses accessible meeting room refreshments conference calls- accessibility expenses ASL interpretation note taking attendant care- supplies photocopying office supplies
Staff resource- maintain minutes and discussion notes for the committee- retrieve documents that the committee requires- assist in organizing meetings and refreshments for meetings
Meetings
Meetings will be held at an accessible meeting space ndash onsite at the organization if possible
The committee is responsible to elect co-chairpersons during the first committee meetingThe responsibilities of the co-chairs in consultation with the whole committee are tobull organize meetingsbull develop the agendabull organize committee communicationbull keep committee members on taskbull organize the completion of the final reportbull maintain communication with the organization including updates requests concerns etc
33
Appendices
34
Remember that resolving conflict does not necessarily mean that a person will change their view-point or opinion A resolution of conflict implies that each party has had the opportunity to sharetheir perspective be heard have opportunity for discussion and then have closure
How we deal with our colleagues when we have a different opinion or viewpoint can either open usup to new learning or shut us down The following are some key points to keep in mind
i Recognize that conflict is a healthy part of communication if all parties understand theirresponsibilities in the process
ii Parties should approach the process with the idea of creating a learning environmentiii Parties should be prepared to listen to each other ndash that is really listen without interrupt-
ing or preparing your argument in your headiv If you are challenging a statement made by another person ndash it is important to state
concisely where you believe the problem lies and if it furthers the learning moment tostate the impact on yourself
v Do not belabor the point or make comments about the otherrsquos motivation for the state-ment (ie They are ignorant bigoted etc)
vi The person who has been challenged should take away the information to think aboutwhere their learning lies ndash the statement back to the challenger should include how youwill approach the information that was shared with you from the other person
vii If you do not agree with the challengerrsquos view ndash further dialogue may be necessaryviii State your own view and where you believe the problem liesix Each person is responsible to think critically about the otherrsquos view with a goal of finding
common ground andor compromise andor the decision to agree to disagree ndash which isallowing space for differing points of view
x It is important that both parties do not disengage from the process by complaining orexpressing dissatisfaction about the other person to other people ndash that kind of behaviorlowers the integrity of the process and the party who engages in it
xi Try to understand each otherrsquos perspective without judging the person or making assump-tions about each other
Co-chairs responsibilitiesbull reminding members of the guidelines of conflict resolutionbull arranging time in the agenda to address conflict in the groupbull mediating conversations between the parties in conflictbull negotiating resolutionbull If the conflict is in regards to making a decision The co-chairs should refer to the decision
making guidelines
The guidelines presented above should not be used in situation of discrimination and abuse Inthose situations the committee should follow the procedures in the organizations anti-discriminationor anti-harassment policies
Appe
ndic
es
35
snoitpO snosaeRstifeneBrof
snosaeRsmelborPtsniagA
puorGnoisiceD
rofsnosaeRnoisiceD
Appendix D Sample Decision Making Chart ndash Policy Review Committee
Appendices
36
App
endi
x E
Fra
mew
ork
for p
olic
y re
view
and
dev
elop
men
t
We
deve
lope
d th
is fr
amew
ork
duri
ng th
e fir
st p
hase
of t
his
proj
ect
Its
purp
ose
is to
hel
p or
gani
zatio
ns u
se a
n in
tegr
ated
ant
i-opp
ress
ion
fram
ewor
k ap
proa
ch w
hen
revi
ewin
g an
d de
velo
ping
pol
icie
s
NOITSE
UQ
EG
NELLAH
CES
NOPSE
R
esoprupeht
sitah
Wrodna
ycilopsiht
foerudecorp
erusneotyrassecen
siycilop
aneh
wwonk
ottluciffid
ebn ac
tIruoy
tahterusne
otdna
seicilopyna
moot
gnitaercton
erauoy
ehtgniyfitnedI
stnemetats
gnitcilfnocgnika
mton
e raseicilop
edivorpsalle
wsa
sllaftipeseht
diovapleh
nacesoprup
otyrassecen
eblliw
serudecorptah
wdna
wohot
sanoi tcerid
esoprupeht
teem
bull bull bull bull
ycilopeht
rofelanoitar
ehtedivorP
tnetniytiuqe
ehtyfitnedi
ylraelCseitilibisnopser
evitalsigelyfitnedI
)s(ycilopetairporppa
ehtot
serudecorpkniL
tifycilop
ehtseo
Dycnega
ehtnihti
wnoissi
metad nam
rodnatne
metatsseulav
fotne
metatssfeileb
dna
woH
dnaetadna
mrieht
eniltuotaht
stnemetats
evahseicnega
ynaM
roFetadna
meht
teemlli
wyeht
wohtuoba
sfeilebrieht
elpmaxe
nasi
nemo
wllatsniaga
ecneloivlladne
otelpmaxe
er usneneht
tsum
wolloftaht
seiciloPtne
metatsnoissi
ma
fotsniaga
ecneloivgnitauteprep
tonsi
noitazinagroeht
tahtnoisserppo
ronoisulcxe
fomrof
ehtni
nemo
w
bull bull bull bull bull
fotne
metatsstnemucod
tnavelerllaweiveR
ctetnemetats
noissimetadna
msfeilebeht
stroppusycilop
ehtfi
enimrete
Detadna
mnoissim
seitiugibma
ehtyfitnedI
seulaveht
htiw
st sartnocycilop
ehtfi
enimrete
Dnoitazinagro
ehtfo
ycilopeht
oteka
mnac
uoysegnahc
ehtyfitnedI
tievorp
miot
tifyc ilop
ehtseo
Deht
htiw
snoitazinagronoitisoplacitilop
wo
H
tahtnoitisop
nasitrapa
naem
tonseod
noitisoplacitilopA
ynamrehtaR
ytraplacitilopralucitrap
astroppus
seussiralucitrap
nosnoitisopdepoleved
evahsnoitazinagro
noitazinagrotsini
mefa
ebya
mnoitazinagro
ruoyelp
maxeroF
dluow
serudecorpdna
seicilopruoy
noitazinagrotsini
mefa
sAytiuqe
yapeikro
wemarf
ytilauqesna
mow
awollof
ctestifenebrevigeracyli
mafdednapxe
bull bull
snoitisoplanoitazinagroeht
ssucsiddna
yfitnedItub
nettirwnu
erataht
seussilaicosgnidrager
esohtfo
emoS
noitazinagroruoy
nihtiw
tsixeyap
msireetnulovsvrobal
diapedulcniya
mcteseussi
htlaehlatnemytiuqe
-tne
metatsfeileb
aot
snoitisopetairporppa
ddAtsixe
tonseod
enofi
enoetaerc
ro
Appe
ndic
es
37
NOITSE
UQ
EG
NELLAH
CES
NOPSE
R
teem
ycilopeht
seoD
sdradnatsmu
minim
noitalsigelrobal
fosthgir
namuh
ycavirpnoitalsigelrednufnoit alsigel
dnastne
meergalautcartnoc
rehtostne
meerga
mehtdeecxe
tiseo
D
lautcartnocdna
evitalsigeltee
mylraelc
dluohsseiciloP
nettirw
si)noitalsigel
ytiuqeneve(
noitalsigeLseitilibisnopser
ehtno
desabsi
tahtkro
wemarf
erutluctnani
moda
morfeht
tcetorpot
keesyehT
spuorgsuonego
mohfo
noitpmussa
elpoepfo
sthgireht
ecnavdatonelpoep
dezilanigram
fosthgir
dnoyebog
dluohsseicilopkro
wemarflanoitcesretni
naylppa
oTsdradnatsla
minim
bull bull bull bull
snoitazinagroeht
dnatsrednudna
weiveR
waleht
rednuseitilibisnopser
seitilibisnopserdnatsrednu
dnastcartnoc
weiveRstcartnoc
fos
mreteht
rednullaf
snoitatcepxemu
minim
ehtereh
wyfitnedI
sseccaot
tnemevorp
midna
tnemecnavda
fot rohs
ytiuqedna
lauqetroppus
nacnoitazinagro
ruoysya
wyfitnedI
ytinutroppo
sihtseod
woH
erudecorpycilopeht
tc apmi
snoitazinagrotegdub
fI
mehttne
melpmi
ottcap
miyrategdub
evahod
seicilopyna
Mot
elbissopmi
emoceblli
wycilop
ehtdezingocer
tonsi
sihttub
ycilopdab
asi
tiesuaceb
ton-
dedracsideb
dnawollof
rofdetnuocca
tonere
wnoitatne
melpmi
fostsoc
ehtesuaceb
bull bull bull bull
htiw
detaicossastsoc
ehtllayfitnedI
ycilopeht
fonoitatne
melpmi
ralugerfo
trapera
stsoceht
erehw
yfitnedIedulcni
dluow
reganam
foyralaSei
-ssenisub
noisivrepusffats
stsoclanoitiddayfitne dI
ylgnidroccategduB
otelbisnopser
sioh
Wsi
ycilopsiht
erusnedna
dootsrednudecrofne
elbisnopsersi
ohw
etatsylraelc
tsum
serudecorpdna
seiciloPhcaEssenevitceffe
gnitaulavedna
gnirotinomtuo
gniyrracrof
detatsylraelc
e bdluohs
elorsnosrep
bull bull
diapnudna
diapfo
selorsuoirav
ehtyfitnedI
noitazinagroeht
fosreb
mem
ehttuo
yrraclliw
ohw
srebme
meht
yfitnedIsreb
mem
ehtetaulave
dnaesivrepusserudecorp
ycilopeht
etaulavedna
weiveretaerc
Appendices
38
NOIT
SE
UQ
EG
NELL
AH
CE
SN
OP
SE
R
eht
sita
hW
rof
msina
hcem
lacitirctnial
pm
ockca
bdeef
tegtaht
stnemucod
gnivileb
dluohsserudecorp
dnaseiciloP
ottnatrop
misi
tieroferehT
sevorpmi
gninraelruo
saretteb
rokcabdeef
edivorpnac
detceffaesoht
wohetats
yl raelcro
elbaeganamnu
evitceffenievorp
yehtneh
wfinialp
mocevisserppo
bull bull bull
seifitnediylraelc
tahtycilop
stnialpmoc
aetaer
Csreb
mem
diapnudna
diaprof
ssecorpeht
srebme
mytinu
mmoc
dnastneilcsresu
ecivrestI
elbisseccas i
ssecorpstnialp
moceht
erusnEyllacisyhp
nacsklof
erehw
decalpeb
dluohselbissecca
tnereffidni
dereffodna
tissecca
nialpraelc
ninettir
web
osladluohs
tIsta
mrofelpoep
ybdessecca
ebnac
titaht
osegaugnal
slevelycaretil
suoir avhti
wycilop
ehtrof
kcabdeefrof
ssecorpeht
yfitnedI
weiver
eb
ycilo
pe
htlli
ww
oH
otdetaci
nu
mm
oce
blli
wo
hw
eso
ht ti
yb
detceffa
ehtyb
detceffeesoht
llaot
tnediveeb
dluohscorpseiciloP
tnatropmi
sinoitacinu
mmoc
fonalp
agnitaer
Cse
moctuobull bull bull bull bull bull
elbisnopsereb
lliw
ohw
elpoepeht
folla
yfitnedIeb
lliw
ohw
esohtdna
noitatnemelp
mirof
noitatnem elp
mieht
ybdetcap
misdnik
tnereffideht
sseccafo
stniopeht
yfitnedIyrassecen
sseccafo
sepytdna
noitatnemelp
mirof
elbisnopseresoht
llaerusnE
seitilibisnopserrieht
tuobaraelc
eraot
ycilopetacinu
mmoc
otnalp
ehtyfitnedI
s rebme
mytinu
mmoc
dnastneilcsresu
ecivresrehto
dnaegaugnal
ycaretilsserdd
Aseussi
ytilibisseccaseussi
eseh tsserdda
otnalp
aetaer
C
Appe
ndic
es
39
NOITSE
UQ
EG
NELLAH
CES
NOPSE
R
weivereht
sitah
Weludehcs
ehtodlli
woh
W
weiver
deweiver
ebdluohs
stnemucod
gnivilsa
serudecorpdna
seiciloPdluohs
ssecorpehT
tnemevorp
mirof
yltnetsisnocdna
ylralugernI
kcabdeefrof
ytinutroppoedivorp
otsa
oseludehcs
aedulcni
dnaseicilop
ehtyb
detceffaesohtlla
morftupni
tegot
redrotahtnesohc
rodetov
ebdluohs
sreweiver
fomaet
aserudecorp
sevitcepsrepfo
esabdaorb
atneserper
bull bull bull
roylraey-
seicilopfo
weiverrof
enile
mita
teSylraey-ib
ebdluohs
tahtspuorg
redlohekatseht
yfitnedIytisrevid
otnoitnetta
htiw
weivereht
nidevlovni
dnassenevitceffe
ehtssessa
otsloot
edivorPycilop
hcaefo
ytiuqe
ycilopsiht
seoD
egnellahclahcrairtap
laicosevisserppo
wo
Hs
mron
gnignellahcflesti
nisi
krowe
marfdetargetni
nagniylppA
neebevah
sufo
ynam
sareve
woHs
mronerutluc
tnanimod
morftrats
dluohse
wsdradnats
naciremA
htroN
ybdenoitidnoc
nide
marfeblli
wserudecorp
dnaseicilop
ruotaht
esimerp
ehtksa
otevah
ew
eroferehTsfeileb
dnaseulav
erutluctnani
modgnidlohpu
tonera
ew
erusnetaht
snoitseuqfo
seiresa
sevle sruonoisserppo
fos
metsysdehcnertne
bull bull bull bull bull bull bull
noisserppodna
yhcrairtapfo
seussieht
yfitnedIycilop
hcaeni
tnerehninihti
wseussi
esehtegnellahc
otwoh
ezigetartSnoitazinagro
ruoygnika
mnoisiced
ehtni
ycnerapsnarteht
weiveRsessecorp
seodtah
Weisevlesruoyrof
snoitseuqetaerC
noitazinagroruo
niekil
koolre
wopycilop
ehtmorf
stifeneboh
wyfitnedI
revore
wopa
dlohpuseicilop
hcihw
enimrete
Dkro
wemarf
emit-lluf
derihsteg
ohWei
-snoitseuq
ksAsi
erehW
denimreted
sihtsi
woH
emit-trap
senimreted
ohW
tegdubeht
nitneps
yenom
seitiroirp
Appendices
40
NOITSE
UQ
EG
NELLAH
CES
NOPSE
R
ehteblli
wtah
Wno
tcapmilaitnereffid
spuorgdezilanigra
m
dnatsrednuot
tnatropmi
sitI
emas
ehtnae
mton
seodlauqEyfitnedi
otspuorg
tnereffidno
seicilopfo
stcapmi
suoiraveht
foytilibissecca
troppusot
wohdna
eilsreirrab
ehtereh
wspuorg
suoiravrof
secivresdna
tnemyolp
me
bull bull bull bull
fos
mitcivera
ohw
elpoepfo
spuorgyfitnedI
noisserppoci
metsysspuorg
suoiravno
stcapmi
ehtyfitnedI
dnaytiuqe
ecnavdataht
stcapmi
hsiugnitsiD
tonod
tahtesoht
sseccaot
sreirrabegnahc
otsya
wezigetartS
ycilopehtlli
wwo
Hnoisserppo
egnellahcnoisserppo
cimetsys
rofseicilop
weiveR bullmsicar
bullaibohpo
mohmsixesoreteh
bullmsielba
bullmsiega
bullmsixes
bullmsirtneconhte
bullmsissalc
bullmsiti
mes-itnabull
msibarA-itnabull
noitanimircsid
suoigilerbull
msilainoloc
bull bull bull
tsrifnretse
wa
sahycilop
ehtfi
enimrete
D
weivdlro
wtuoba
noitpmussa
narof
ycilopeht
ssessAnoitautis
cimonoce-oicos
dnaegaugnalytilibafo
secnereferrof
egaugnaleht
weiveRsnoitp
mussasuoigilernoitazinoloc
Appe
ndic
es
Appendix F Glossary of Anti-Oppression Terms
Ableism Prejudice and discrimination against people living with mental emotional and physicaldisabilities or differences People living with disabilities experience this discrimination segrega-tion and isolation because of peoplersquos prejudices and institutional barriers not because of thedisability or difference itself Deaf Deafened and Hard of hearing people historically have experi-enced systemic ableist oppression as well
Anti-Semitism Discrimination or violence against Jews Judaism and the cultural intellectualand religious heritage of Jewish people The word Semite literally refers to ldquoany of the peoplessupposed to be descended from Shem son of Noah especially the Jews Arabs Assyrians andPhoeniciansrdquo However Anti-Semitism is mostly used to refer to prejudice discrimination andviolence directed at Jews
Class Economic and social groups People in the higher classes make decisions about theeconomy while other people work for wages or are kept out of the economy The things that markdifferences between classes include peoplersquos ability to meet their basic needs their level ofincome wealth and formal education and their connections with people and institutions thathave influence and power In the current economic structure rich people got their wealth bytaking advantage of people at the bottom and middle of the class structure
Classism Any practices and beliefs that judge and value people according to their social class orthe social class that other people assume they belong to Most workplaces use classist languagethat reflects and reinforces the social hierarchy For example they undervalue the work of sup-port staff and decisions do not include the knowledge and opinions of these workers
Colonialism When a foreign power dominates and exploits an indigenous group by taking theirland and resources and using them as cheap labor in order to make money It also means spe-cific era between the 1700s and 1900s when European countries expanded into the Americasand countries of the global South In Europe people justified these practices using racial doc-trines These ideas about hierarchies of race are still widespread Uncovering and challengingthe ideas and ongoing practices of colonialism are important parts of racial equity work
Culture The collective experience beliefs values knowledge economy and ways of life of agroup of people who share past or current experiences Culture changes constantly it is notstatic Every culture is shaped by the land and spaces people inhabit together Individual andgroup culture can also be shaped by language religion racialization gender experiences ofmigration and immigration social class political affiliation family influences age sexual orien-tation geographic origin ethnicity experiences of discrimination or lack of discrimination andexperiences fighting oppression
Disenfranchised Not having full rights as a citizen or not being able to fully participate as amember of the community
41
Appendices
Dominant Culture The beliefs values and judgments of groups with social power The dominantculture is created and maintained by people in the dominant social group People who do notbelong to the dominant group often believe that these values beliefs and judgments are trueinstead of seeing how they reflect the interests of people in power
Dominant group People whose social identity gives them power and privilege In most parts ofCanada dominant identities are White male English-speaking heterosexual able-bodied Chris-tian affluent and middle class thirty to sixty-five years of age university educated from centralCanada Many people have one or more dominant identities
Equity Peoplersquos rights as individuals or members of a group to an equitable share of theresources and influence in society Equity work analyses and challenges unfair systems andpractices and works towards creating outcomes and access that benefit people equally
Exploitation Taking unfair advantage of a person or a group for onersquos own gain or advantageExploitation can be systematic or individual
First Nations A term that reflects the process some Aboriginal peoples in Canada have used toname themselves The word ldquofirstrdquo recognizes the fact that Aboriginal peoples are the originalinhabitants of what is now called Canada The word ldquonationrdquo stresses the fact that Aboriginalpeoples are political collectives who had their own forms of government before Europeans beganto settle here Many First Nations peoples are fighting to re-establish that sovereigntybull The term also refers to a group of Aboriginal people who were previously called a ldquoBandrdquo by
the Department of Indian Affairsbull ldquoFirst Nationrdquo can also mean a group or several groups of Aboriginal people who have the
same ethno-cultural background
Gender identity Features that are tied to how an individual thinks of themselves as a man or awoman A personrsquos gender identity may not be the same as their biological sex
Gender roles The culturally specific behaviors and appearances constructed by a culture todefine what is expected of women and men The expectations of femininity and masculinity areimposed on individuals according to their biological sex
Harassment Persistent ongoing behavior conveying negative attitudes towards an individual orgroup to make them feel intimidated and humiliated Harassment is an exercise of power Itincludes any action that a person knows or should know is not welcome Harassment includesname-calling jokes slurs graffiti insults threats rudeness and crude gestures verbal or physi-cal abuse Human Rights Codes in most provinces prohibit harassment based on race religionsex ethnicity and the other prohibited grounds for discrimination
Heterosexism All practices that convey the message that heterosexuals are better than otherpeople including the assumption that everyone is or must be heterosexual It operates like otherforms of prejudice and discrimination giving privilege and rights to members of the dominantgroupndashheterosexualsndashand not to gay or lesbian people
42
Appe
ndic
es
Hierarchy A system that gives individuals or groups different positions and power People andgroups with a higher rank have more power resources and value than individuals or groups witha lower rank For example in a patriarchy men are given more value than women
Immigrants People who have arrived and settled in Canada in their lifetime Sometimes peopleuse the word incorrectly to refer to Canadian-born racialized people because they assume thatall racialized people were born elsewhere
Inclusive Making sure that all members of the community are represented or involved in allaspects of the community
Integrated Combining information and values from a variety of people and sources in order toget a fuller result that is more inclusive
Islamaphobia The systemic ways and individual practices of racism that target Arab people andhave particular impact on them Some examples include negative stereotyping of Muslim peopledepicting Islam as essentially violent and fundamentalist assuming that all Arabs are Muslimand all Muslims are Arabs
Landed immigrant Persons with legal status who are permanent residents of Canada ratherthan visitors refugee claimants temporary workers or citizens
Marginalization A process that keeps groups or individual from having access to all or part ofthe resources and activities of the community
Oppression When one social group takes advantage of another social group either knowinglyor unconsciously Oppression gives the dominant group privilege and marginalizes anddisenfranchises the subordinated group The dominant social group can use force or social insti-tutions and resources to achieve oppression After a time individual members of the dominantgroup do not need to do anything and unequal treatment becomes so much a part of the socialinstitutions and structures that it seems normal
People of colour Any person who is not White or Aboriginal This term was first adopted in theUnited States by racialized people who were trying to name themselves with a positive identityrather than as ldquonon-whitesrdquo ldquocolouredrdquo ldquoethnicsrdquo or ldquovisible minoritiesrdquo
Privilege Unearned power that gives members of the dominant group economic social andpolitical advantages Privilege also means rights that everyone should have but that are deniedto some people
Racism Any aspect of Canadian society that openly or subtly makes White people and Whitenessnormal and valuable while making racialized communities invisible or devaluing stereotypingand labeling people of colour as ldquoothersrdquo who are different or inferior
43
Appendices
Individual racism The beliefs attitudes and actions of individuals that support or maintainracism Individual racism can be conscious or unconscious It can be active or passive
Institutional racism The network of structures policies and practices in systems and institutionsthat give White people advantages and that discriminate oppress and disadvantage racializedpeople
RacializationRacialized Racial identities are not fixed categories They are shaped by historynationality gender class and identity politics Racial designations often differ from country tocountry The term racialization or racialized makes explicit the ways in which we are socialized todifferentiate groups of people on the basis of superficial physical characteristics where White isthe norm It emphasizes the active process of categorizing people while at the same time reject-ing ldquoracerdquo as a scientific category
Refugee Persons who have to flee their country because they have a ldquowell-foundedrdquo fear ofpersecution based on race religion nationality political opinion or membership in a particularsocial group
Religious discrimination Any institutional or individual practices that exclude and discriminateagainst a person because of their religion In Canada many workplaces do not provide equitablyfor all religions Recently the Supreme Court has ruled that employers must accommodate em-ployees whose religious observances are not recognized in the Christian-based statutory holidayssuch as Easter and Christmas Religious discrimination is often linked to other forms of discrimi-nation For example Irish Catholics were often marked by their class ethnic origins and lan-guage as well as their Catholicism Racialized Muslims often experience racism mixed withreligious discrimination
Sexism Systemic and individual practices that give men privilege make women subordinate andthat shame values identified with women
Social Location or Social Identity A personrsquos membership in a socially constructed groupThese groups are often identified according to superficial characteristics such as skin colourcountry of origin religious beliefs body form etc
Structural This approach to equity work believes that the thoughts and behaviors of the indi-vidual are created and guided by various social structures such as capitalism andor neo-liberal-ism and are therefore limited The focus for change is raising awareness of the limits and chal-lenging the structures
Systemic racism The conscious or unconscious policies procedures and practices that excludemarginalize and exploit racialized people Systemic racism is supported by institutional powerand by powerful ideas often unexamined ones which make racism look normal and justified Forexample institutions that do not have effective complaints procedures or performance appraisaland promotion processes that use equity competencies make it possible for individuals to beracist
44
Appe
ndic
es
45
Transgender person A person who is not comfortable with or who rejects some or all of thegender identity given to their biological sex This is an umbrella terms used to describe trans-sexuals transvestites or cross-dressers and intersex people
Transsexual Someone who has a very strong feeling that they are living in the wrong sex A maletranssexual needs to live as a woman and a female transsexual needs to live as a man Somebut not all transsexuals have surgery to reassign their sex Some have procedures to partiallyreassign their sex and some use hormone therapy A transsexual can be heterosexual homo-sexual or bisexualWhite Refers to people belonging to the dominant racial group enjoy skin privilege in NorthAmerica Australia New Zealand and anywhere European colonialism has created racial inequityThe term ldquoWhiterdquo is capitalized for different reasons than other racial designations ndash Aboriginaland Black The latter identities are claimed with pride in opposition to the names imposed bydominant White society One of the ways that racism operates is to leave the racial identity ofWhite people unidentified ldquoWhiterdquo is capitalized to interrupt the privilege of having Whitenessgo unnamed
White Supremacy A system based on assumption of the ldquorightness of Whitenessrdquo in whichpolitical economic and social systems result in White people having more privilege and powerthan racialized people
many of the terms in the glossary were adapted with permission from Dancing on Live Embers ChallengingRacism in Organization by Tina Lopes and Barb Thomas Toronto Between the Lines 2006
Appendices
Appendix G Focus Group Findings
The following points are the relevant themes that emerged from the focus groups The groups wereasked to answer the following questions
1 How well has your organization and the various sectors practiced an integrated approach to anti- oppression
bull overall feeling that most are doing pretty good workbull some feel frustrated that the policies etc are not fully put into practice by all staff at an
agencybull feeling that the work is silorsquod and separated ndash working on one oppression at a timebull that the work is framed from a white middle class perspectivebull the work is not happening fast or often enough ndash ie deaf woman services gaps and barriers
2 What are the effective practices in the various areas ie policies programming outreach training org development
bull be committed inventive constantly evolve vigilantbull open to change pushing for changebull inclusion at all levels of an organization working together on committees and groupsbull engage diversity responsive to different needs
3 Where are the challengesbull funding shortages piecemeal and targeted on specific groups onlybull lack of accountability lack of clear policies and proceduresbull lack of inclusivity and diversitybull lack of time to be together communicate etcworkloads of service providersbull silorsquod workbull systemic exclusion internal and societal institutions
4 Visions and suggestions for changebull core guidelines with key values ndash written down and put into practicebull accountability in staff and managementbull commitment from all levelsbull everyone open to challengebull look at themes not populationsbull community drivenbull training and toolsbull fully funded and supported by structures
5 Who would take up the facilitation of changebull not one personbull coalitionsbull community groupsbull all levels of organization including service users
46
Appe
ndic
es
Recommendation(s)
a Conduct a review of existing policies procedures and practices that organizations feel repre-sent their best efforts of an integrative anti-oppressive framework
b Working groups should be created to develop the most effective integrative policies andprograms The groups should include diverse members from different social locations com-munities and be representative of all levels of the organization including service users
c Organizations must support this work by allocating time personnel and resourcesd Organizations must demonstrate commitment to the work by reviewing all policies proce-
dures and programs through the lense of an integrative anti-oppressive frameworke A tool kit should include templates of policies and procedures to simplify the writing of work
done by the committeesworking groupf This work is not static and must be revisited regularly in order to incorporate new informa-
tiong Organizations should offer regular training and workshops on how to put an integrative anti-
oppression framework into practiceh Organizations must hold staff and volunteers accountable to adhering to agency practice by
offering training and supervision including key values in mandate and mission statementsand integrative anti-oppressive practices in personnel and volunteer policies
Focus group participants
The following organizations participated in focus groups in 2005-06 for the Integrative Anti-Oppression Project
Woman Abuse CouncilFCJ Refugee Centre519 Community CentreNelliersquosSpringtidersquos Women with Disabilities ProgramToronto Rape Crisis CentreMulticultural Women Against RapeCentral Neighbourhood HouseAccess Alliance Multicultural Community Health CentreA Commitment to Training and Employment for Women (ACTEW)Arab Community Centre of TorontoAssaulted Womenrsquos HelplineBarbara Schlifer Counselling ClinicBlack Creek Community Health CentreCentral Family IntakeErnestine Womenrsquos ShelterFamily Services AssociationFlemingdon Neighborhood ServicesKorean Canadian Womenrsquos Association
47
Appendices
Macaulay Child Development CentreSt Christopherrsquos HouseSt Joseph Womenrsquos Health CentreSt Michael HospitalStonegate Community Health CentreUrban Alliance on Race RelationsWomenrsquos Counselling Referral and Education CentreYorktown ShelterYWCA
48
Appendix H References
Dancing on Live Embers Challenging Racism in Organizations Tina Lopes and Barb Thomas Be-tween the Lines Toronto 2006
Campbell C (2003) Anti-oppressive social work Promoting equity and Social Justice Editor DrCarolyn Campbell Halifax Nova Scotia Dalhousie UniversityRetrieved Jan 22 2008httpaoswsocialworkdalcawhatisaoswhtml
Roundtable on Anti-Oppression Politics in Anti-Capitalist Movements Edited by Sharmeen Khan ndashparticipants in the roundtable Kirat Kaur Junie Deacutesil Gary KinsmanRetrieved Jan 22 2008httpuppingtheantiorgnode1380
Williams C (2003) ldquoSeeking Cultural Competence What Is It How Do You Develop It and How DoYou Know When Yoursquove Got Itrdquo In WShera (Ed) Emerging Perspectives on Anti-Oppressive Practice(pp 265 - 278) Toronto Canadian Scholarsrsquo Press Inc
- Front Page1-1
- ManualModEN2
- ManualModEN3
- ManualModENCon
-
Appl
ying
Inte
grat
ed A
nti-o
ppre
ssio
n To
Pol
icie
s
How do our policies affect different peopleThe questions in this section are designed to facilitate discussion about the impacts of policies ondiverse lived experiences Some questions can be answered with yes or no responses and othersrequire more information The term ldquoimpactrdquo in this context is used in a broad sense to refer to bothbenefits and restrictions
To consider how people are affected you should aim for a policy thataffects people equitablyincorporates values that are of similar importance for people with different livedexperiencessays what it does not do and outlines steps to changewas created with input from the range of people who are affected by it
Questions for discussionTo check how your policies affect different people use these questions in your discussion
1 How has the policy been implemented What procedures and practices have resulted
2 Who benefits from this policy How
3 Who does not benefit How
4 What are the barriers to equitable impacts What are the kinds of barriers (legislated finan-cial etc)
Record your decisions on the form ldquoHow does this policy affect different peoplerdquo This form is onpage 29 (Appendix A)
17
Applying Integrated Anti-oppression To Policies
Here is how we used this questionnaire to assess our policy about Paid Holidays
How does this policy affect different people
noitseuQ noitnettAfosaerA
detnemelpmineebycilopehtsahwoHevahsecitcarpdnaserudecorptahW
detluser
ecitcarP rosivrepusriehttelyllabrevffatSasekamdnasyadilohgnihctiwserayehtwonk
teehsemitrehnoetonecitcarP diaprofelbigiletoneraohwffats
krowtsumsyadtatsnokrowotesoohcohwroemitemohmorf
enoyreveerusneotroycnetsisnocrofserudecorpoNycilopehtwollofotwohswonk
ycilopsihtmorfstifenebohW
woH
syadilohnaitsirhCetarbelecohwffatS
tegyehTohwsrehtohtiwyojneotffoemitdiap-
syadilohlarutlucrosuoigilerralimisetarbelecemocnitsolon-
tifenebtonseodohW
woH
yehtesuacebetarbelectonodohwffatSdesolcerasrehtoynamnehwkrowodotyrt-secifforehtoynamnehwffoemitekattsum-
nepoeraffoemittegotelggurtstsum-
yehtesuacebelbigiletoneraohwffatSdnaemocnignisolneewtebesoohctsum-
)etarbelecyehtfi(yadilohnokrowotgnivah
otsreirrabehtyfitnediuoynaCyehteraepyttahWstcapmielbatiuqe
)ctelaicnanifdetalsigel(
ffoemitdiapdetalsigeL
llaevigotdroffatonnac-stniartserlaicnaniFffoemitdiapffats
tnemucodotecalpniserudecorpevahotevaHsesoprupytilibailrofstnemegnarraevitanretla
dnasnoitseuqstnemmoctahWycilopsihttuobaevahelpoepodstnialpmoc
serudecorpdnasecitcarpehtrodetaercsahycilopsihttaht
ytinummocsresuecivresffatsehtodtahWsihttuobayassreetnulovrosrebmem
ycilop
ynaedivorpdluohsnoitazinagroehTdnalamroftuobaevahyehtnoitamrofni
ehtotycilopsihttuobastnialpmoclamrofniweiverrofeettimmoCyciloP
18
Appl
ying
Inte
grat
ed A
nti-o
ppre
ssio
n To
Pol
icie
s
What are the gaps in policy and what can we do to make changesThe questions in this section are exploratory to help begin discussions to identify gaps and generateideas for change Use a flipchart with the questions as headers This will allow everyone to contrib-ute and build on the information and ideas
Questions for discussion
1 Does the policy recognize and identify how different people will be affected
2 Is the policy flexible enough to respond to the different lived experience that people have
3 If the policy is not flexible does it say what the organization will do to change this Does theplan for change include timelines
4 Does the policy say how people can give input or feedback about how the policy affectsthem What comments questions and complaints do people have about this policy or thepractices and procedures that this policy has created
5 Does the policy include diverse cultural norms and values What are they
Record your decisions on the form ldquoPolicy gaps and what we can dordquo This form is on page 30 (Ap-pendix A)
19
Applying Integrated Anti-oppression To Policies
Here is how we used this questionnaire to assess our policy about Paid Holidays
Policy gaps and what we can do
20
seYsdeeN
krownoitnettAfoaerA
tnereffidwohyasycilopehtseoDdetceffaeblliwelpoep
X ybstcapmilaitnereffidseifitneditIdnaffatsemittrapgnigdelwonkca
-retsaEetarbelectonodohwesohtsrehtoon
othguoneelbixelfycilopehtsIdeviltnereffidehtotdnopser
evahelpoeptahtsecneirepxe
X ehtotsseccaffatsemittrapsreffOylno-ffoemityadilohnaitsirhCdiap
)sruoh12revo(ffatsemittrapniatrecdeifitnedisrehtoon-
tiseodelbixelftonsiycilopehtfIodlliwnoitazinagroehttahwyas
sihtegnahcot
edulcniegnahcrofnalpehtseoDsenilemit
X
X
oN
oN
elpoepwohyasycilopehtseoDtuobakcabdeefrotupnievignac
mehtstceffaycilopehtwoh
X deticilostonsinoitamrofnioN
esrevidedulcniycilopehtseoDseulavdnasmronlarutluc
yehteratahW
X ssalcfonoitingoceremossierehTotsrekrowemittraprof-seussi
emostifenebyadilohsuoigilerenosierehT
emos-dewollanoitutitsbusecnereffidfonoitingocer
Appl
ying
Inte
grat
ed A
nti-o
ppre
ssio
n To
Pol
icie
s
Step 5 Make recommendations
Once the committee has assessed the policies it must create a report that outlines its recommenda-tions The report should summarize how each policy could be improved To come up with recommen-dations for improving each policy the committee can review comments from the questionnaires
The main question in this step of the process is What would improve this policy so that it inte-grates anti-oppressive practice Use flipchart paper to record ideas This allows committee mem-bers to share information and build upon each otherrsquos ideas
Facilitate the discussionThere will be different perspectives and ideas about what changes will benefit people and how toaccomplish these changes Because of this there is potential for conflict Here are some hints tohelp make sure that this discussion will lead to recommendations that can help your organization
Ask the committee to choose a facilitator for the discussion Their role isto support everyone in being heardto solicit all ideas and perspectivesto make sure that opposing viewpoints or challenges are given and received in afriendly and open mannerto help the committee build consensus andto finalize recommendations
The facilitator should not offer ideas to the discussion Their role is to help make sure all of thecommitteersquos ideas are recorded The organization may choose to hire an outside facilitator for thispart of the discussion
Have the facilitator review the committeersquos Terms of Reference and Conflict Guidelines Remindeveryone that this is ongoing work
Write a reportFor each policy the committee should write a recommendations report
This report has three columns
Write the committeersquos recommendations in the left-hand column The recommendations may rangefrom fairly simple to quite complex They can be one-time actions or multi-staged changes
The committee should leave the two columns on the right empty ndash these will be filled out by deci-sion-makers in the organization They will review the recommendations and decide what to do withthem
noitadnemmoceR elbisnopsersiohW enilemiT
21
Applying Integrated Anti-oppression To Policies
Assessing the recommendationsAs soon as possible the decision-makers in the organization should review the recommendationsand fill out the right-hand columns of the recommendations report The management or Board ofDirectors must decide Who is responsible They must also set a Timeline
The organization is not required to act immediately on all of the committeersquos recommendationsSome recommendations may not be possible or viable in the immediate future and may need longerterm planning
To decide how to implement the recommendations the decision-makers should considerbull how urgent the issue isbull the workloads of the staff involved in changing the policybull the fiscal timingbull what research the organizations needs andbull how much time the organization needs to prepare
For example a policy change that does not involve employment standards or financial supports couldbe implemented fairly quickly A policy change that involves rewriting translating and adaptingpolicies will takes time so it may not be implemented until well after the organization has finishedtaking care of its year-end reporting responsibilities
Once the Board or management has done this work they should give copies of their completedreport to every member of the committee and to all staff volunteers and community members whoare affected by the policy This helps keep the policy process open and helps people feel that thepolicy process is collaborative among everyone in the organization
Use the ldquoReport of recommendationsrdquo chart on page 31 (Appendix A) to record your decisions
22
Appl
ying
Inte
grat
ed A
nti-o
ppre
ssio
n To
Pol
icie
s
Here is a sample report of recommendations
Report of recommendations
23
noitadnemmoceR elbisnopsersiohW enilemiT
diapwollaottnemetatsycilopegnahCsuoigileraevahtahtsyadilohyrotutats
yllacificepsnoitcennoclarutlucroyadirFdooGyaDgnixoByaDsamtsirhC
otyaDsraeYweNdnayadnoMretsaErosuoigilerhtiwdegnahcxeeb
toneratahtsetadtnatropmiyllarutlucsdradnatstnemyolpmeehtnideifitnedi
tca
ehtfoeettimmoCyciloPsrotceriDfodraoBrotceriDevitucexE
shtnom6nihtiW
neewtebeciffoehtesolctonoDdaetsnIsraeYweNdnasamtsirhC
tahtsyadretaolfsaesohtreffoyehtrevenehwekatnacseeyolpme
esoohc
ehtfoeettimmoCyciloPsrotceriDfodraoBrotceriDevitucexE
shtnom6nihtiWtxenehterofeb(
)erusolc
nitnemyolpmefoslevelehtllayfitnedItcartnocsahcusnoitazinagroeht
sruoh12nahtsselemit-trapsrekrowrofseifilauqhcaerehtehwyfitnedIcte
ffoemitdiap
ehtfoeettimmoCyciloPsrotceriDfodraoB
shtnom3nihtiW
hcussmretniatrecfosnoitinifedddAycilopehtotsyadilohyrotutatssa
oiratnOehtotecnereferekaMtahtnoitalugeRsdradnatStnemyolpmE
ycilopsihtstceffa
ehtfoeettimmoCyciloPsrotceriDfodraoB
shtnom3nihtiW
ycilopehtfoypocdrahatuotnirPseiciloprehtohtiwrednibanitituP
siohwenoyreveerehwrednibehtecalPdnatisseccanacycilopehtybdetceffa
tidaer
rotceriDevitucexEsreganaMmargorP
shtnom3nihtiW
emitynanisyadfoegnahcxeedulcnIswonkenoyrevetahtoserudecorpffo
odottahw
rotceriDevitucexEsreganaMmargorP
shtnom6nihtiW
Appendices
Part 3 Appendices
Appendix A Forms
Appendix B Sample Terms of Reference
Appendix C Sample Conflict Resolution Guidelines
Appendix D Sample Decision Making Chart
Appendix E Framework for policy development and review
Appendix F Glossary of Anti-Oppression Terms
Appendix G Focus Group Findings
Appendix H References
24
Appe
ndic
es
Appendix A Forms
bull Plan for policy reviewbull Work planbull How accessible is this policybull How does this policy affect different peoplebull Policy gaps and what we can dobull Report of recommendations
25
Appendices
Plan for policy review
26
etaD aerA weiverotseicilopfotsiL
1raeY
2raeY
3raeY
Appe
ndic
es
Work plan
otsdeentahWneppah
siohWelbisnopser
sksaT eniLemiT
27
Appendices
How accessible is this policy
seYsdeeN
krownoitnettAfosaerA
aniycilopehtsInoitacoleerf-reirrab
nielbaliavaycilopehtsIstamroftnereffid
tuobatnemmocetivniewoDtamrofeht
ninettirwycilopehtsIrofysaesitahtegaugnal
dnatsrednuotstneilctsom
ylisaeebycilopehtnaCrehtootdetalsnart
segaugnal
tiohwyasycilopehtseoDstceffa
siohwyastiseoDrofelbisnopser
tignitnemelpmi
suoiravtcelferycilopehtseoDseulavdnasfeileblarutluc
ehtnissecorpasierehtfIspetsehteraycilop
otelbatpadadnaelbixelfsecnereffidetadommocca
etivniycilopehtseoDkcabdeefevigotelpoep
tahwtuobastnemmocdnasyasti
28
Appe
ndic
es
How does this policy affect different people
snoitseuQ noitnettAfosaerA
neebycilopehtsahwoHdetnemelpmi
evahsecitcarpdnaserudecorptahWdetluser
ycilopsihtmorfstifenebohW
woH
tifenebtonseodohW
woH
otsreirrabehtyfitnediuoynaCeraepyttahWstcapmielbatiuqe
)ctelaicnanifdetalsigel(yeht
dnasnoitseuqstnemmoctahWsihttuobaevahelpoepodstnialpmocserudecorpdnasecitcarpehtroycilop
detaercsahycilopsihttaht
ecivresffatsehtodtahWrosrebmemytinummocsresu
ycilopsihttuobayassreetnulov
29
Appendices
Policy gaps and what we can do
seYsdeeN
krownoitnettAfosaerA
wohyasycilopehtseoDeblliwelpoeptnereffid
detceffa
lliwelpoeptahttimdatiseoDsyawtnereffidnidetceffaeb
hguoneelbixelfycilopehtsItnereffidehtotdnopserot
elpoeptahtsecneirepxedevilevah
elbixelftonsiycilopehtfIehttahwyastiseod
otodlliwnoitazinagrosihtegnahc
egnahcrofnalpehtseoDsenilemitedulcni
wohyasycilopehtseoDrotupnievignacelpoepehtwohtuobakcabdeef
mehtstceffaycilop
edulcniycilopehtseoDdnasmronlarutlucesrevid
seulav
yehteratahW
30
Appe
ndic
es
Report of recommendations
noitadnemmoceR siohWelbisnopser
enilemiT
31
Appendices
Appendix B Sample Terms of Reference ndash Policy Review Committee
PreambleINSERT YOUR ORGANIZATION NAME is committed to applying an integrated anti-oppression frame-work to all undertakings of the organization To that end the organization will ensure that all poli-cies will be regularly reviewed and updated to reflect an integrated anti-oppression perspective
MandateThe mandate of the Policy Review Committee is to review the policies listed below with the objectiveof providing the organization with feedback and recommendations as to how the policies can betterreflect an integrated anti-oppression analysis The committee may also recommend the deletion oraddition of policies in this process
Type of Committee
The Policy Review Committee is a short term project based committee composed of communitymembers from the service area of YOUR ORGANIZATION NAME and frontline staff managementvolunteers Board and people who have accessed our service
Composition
Members should self-identify in one or more of the following waysbull racialized or aboriginalbull people who have little or no decision making power in the organization including service usersbull members of a marginalized groupbull representative of the demographic of organizationrsquos community
Timeline
The committee will complete the said work in a period of not longer than INSERT DATE HERE (3months from the start date of the review)
Deliverables Recommendations Report
Scope
Committee members shall have access to the policies of the organization mission statement by-laws salary grids collective agreements board meeting minutes complaints received strategicplan and all other relevant documents with the exception of the followingbull personnel filesbull in-camera Board meeting minutesbull client filesbull private legal material
32
Appe
ndic
es
Appendix C Sample Conflict Resolution Guidelines ndash Policy ReviewCommittee
PrinciplesIt is in places of conflict that the potential for change exists Conflicting ideas beliefs and valueswill ensure a rich dialogue and essential learning opportunities for everyone Committee membersare charged with reminding themselves that the committee exists in the service of the organizationwith the ultimate goal of better serving the community Each person on the committee has theresponsibility to deal directly with each other and commit to engaging with each other as allies inthis work
The organization will endeavor to assemble the relevant material that will be useful in meeting theobjectives of the committee prior to the beginning of the project and will ensure that any relevantmaterials will be delivered to the committee as quickly as possible
The decisions and recommendations of the committee do not bind the organization into action TheBoard of Directors andor Executive Director of the organization will review the recommendations ofthe committee and ultimately decide what can be instituted
Budget and Additional Resources
The Policy Review Committee has a budget of $$$$$ The budget will cover the committee costs- member expenses childcare travel long distance calls honorarium- meeting expenses accessible meeting room refreshments conference calls- accessibility expenses ASL interpretation note taking attendant care- supplies photocopying office supplies
Staff resource- maintain minutes and discussion notes for the committee- retrieve documents that the committee requires- assist in organizing meetings and refreshments for meetings
Meetings
Meetings will be held at an accessible meeting space ndash onsite at the organization if possible
The committee is responsible to elect co-chairpersons during the first committee meetingThe responsibilities of the co-chairs in consultation with the whole committee are tobull organize meetingsbull develop the agendabull organize committee communicationbull keep committee members on taskbull organize the completion of the final reportbull maintain communication with the organization including updates requests concerns etc
33
Appendices
34
Remember that resolving conflict does not necessarily mean that a person will change their view-point or opinion A resolution of conflict implies that each party has had the opportunity to sharetheir perspective be heard have opportunity for discussion and then have closure
How we deal with our colleagues when we have a different opinion or viewpoint can either open usup to new learning or shut us down The following are some key points to keep in mind
i Recognize that conflict is a healthy part of communication if all parties understand theirresponsibilities in the process
ii Parties should approach the process with the idea of creating a learning environmentiii Parties should be prepared to listen to each other ndash that is really listen without interrupt-
ing or preparing your argument in your headiv If you are challenging a statement made by another person ndash it is important to state
concisely where you believe the problem lies and if it furthers the learning moment tostate the impact on yourself
v Do not belabor the point or make comments about the otherrsquos motivation for the state-ment (ie They are ignorant bigoted etc)
vi The person who has been challenged should take away the information to think aboutwhere their learning lies ndash the statement back to the challenger should include how youwill approach the information that was shared with you from the other person
vii If you do not agree with the challengerrsquos view ndash further dialogue may be necessaryviii State your own view and where you believe the problem liesix Each person is responsible to think critically about the otherrsquos view with a goal of finding
common ground andor compromise andor the decision to agree to disagree ndash which isallowing space for differing points of view
x It is important that both parties do not disengage from the process by complaining orexpressing dissatisfaction about the other person to other people ndash that kind of behaviorlowers the integrity of the process and the party who engages in it
xi Try to understand each otherrsquos perspective without judging the person or making assump-tions about each other
Co-chairs responsibilitiesbull reminding members of the guidelines of conflict resolutionbull arranging time in the agenda to address conflict in the groupbull mediating conversations between the parties in conflictbull negotiating resolutionbull If the conflict is in regards to making a decision The co-chairs should refer to the decision
making guidelines
The guidelines presented above should not be used in situation of discrimination and abuse Inthose situations the committee should follow the procedures in the organizations anti-discriminationor anti-harassment policies
Appe
ndic
es
35
snoitpO snosaeRstifeneBrof
snosaeRsmelborPtsniagA
puorGnoisiceD
rofsnosaeRnoisiceD
Appendix D Sample Decision Making Chart ndash Policy Review Committee
Appendices
36
App
endi
x E
Fra
mew
ork
for p
olic
y re
view
and
dev
elop
men
t
We
deve
lope
d th
is fr
amew
ork
duri
ng th
e fir
st p
hase
of t
his
proj
ect
Its
purp
ose
is to
hel
p or
gani
zatio
ns u
se a
n in
tegr
ated
ant
i-opp
ress
ion
fram
ewor
k ap
proa
ch w
hen
revi
ewin
g an
d de
velo
ping
pol
icie
s
NOITSE
UQ
EG
NELLAH
CES
NOPSE
R
esoprupeht
sitah
Wrodna
ycilopsiht
foerudecorp
erusneotyrassecen
siycilop
aneh
wwonk
ottluciffid
ebn ac
tIruoy
tahterusne
otdna
seicilopyna
moot
gnitaercton
erauoy
ehtgniyfitnedI
stnemetats
gnitcilfnocgnika
mton
e raseicilop
edivorpsalle
wsa
sllaftipeseht
diovapleh
nacesoprup
otyrassecen
eblliw
serudecorptah
wdna
wohot
sanoi tcerid
esoprupeht
teem
bull bull bull bull
ycilopeht
rofelanoitar
ehtedivorP
tnetniytiuqe
ehtyfitnedi
ylraelCseitilibisnopser
evitalsigelyfitnedI
)s(ycilopetairporppa
ehtot
serudecorpkniL
tifycilop
ehtseo
Dycnega
ehtnihti
wnoissi
metad nam
rodnatne
metatsseulav
fotne
metatssfeileb
dna
woH
dnaetadna
mrieht
eniltuotaht
stnemetats
evahseicnega
ynaM
roFetadna
meht
teemlli
wyeht
wohtuoba
sfeilebrieht
elpmaxe
nasi
nemo
wllatsniaga
ecneloivlladne
otelpmaxe
er usneneht
tsum
wolloftaht
seiciloPtne
metatsnoissi
ma
fotsniaga
ecneloivgnitauteprep
tonsi
noitazinagroeht
tahtnoisserppo
ronoisulcxe
fomrof
ehtni
nemo
w
bull bull bull bull bull
fotne
metatsstnemucod
tnavelerllaweiveR
ctetnemetats
noissimetadna
msfeilebeht
stroppusycilop
ehtfi
enimrete
Detadna
mnoissim
seitiugibma
ehtyfitnedI
seulaveht
htiw
st sartnocycilop
ehtfi
enimrete
Dnoitazinagro
ehtfo
ycilopeht
oteka
mnac
uoysegnahc
ehtyfitnedI
tievorp
miot
tifyc ilop
ehtseo
Deht
htiw
snoitazinagronoitisoplacitilop
wo
H
tahtnoitisop
nasitrapa
naem
tonseod
noitisoplacitilopA
ynamrehtaR
ytraplacitilopralucitrap
astroppus
seussiralucitrap
nosnoitisopdepoleved
evahsnoitazinagro
noitazinagrotsini
mefa
ebya
mnoitazinagro
ruoyelp
maxeroF
dluow
serudecorpdna
seicilopruoy
noitazinagrotsini
mefa
sAytiuqe
yapeikro
wemarf
ytilauqesna
mow
awollof
ctestifenebrevigeracyli
mafdednapxe
bull bull
snoitisoplanoitazinagroeht
ssucsiddna
yfitnedItub
nettirwnu
erataht
seussilaicosgnidrager
esohtfo
emoS
noitazinagroruoy
nihtiw
tsixeyap
msireetnulovsvrobal
diapedulcniya
mcteseussi
htlaehlatnemytiuqe
-tne
metatsfeileb
aot
snoitisopetairporppa
ddAtsixe
tonseod
enofi
enoetaerc
ro
Appe
ndic
es
37
NOITSE
UQ
EG
NELLAH
CES
NOPSE
R
teem
ycilopeht
seoD
sdradnatsmu
minim
noitalsigelrobal
fosthgir
namuh
ycavirpnoitalsigelrednufnoit alsigel
dnastne
meergalautcartnoc
rehtostne
meerga
mehtdeecxe
tiseo
D
lautcartnocdna
evitalsigeltee
mylraelc
dluohsseiciloP
nettirw
si)noitalsigel
ytiuqeneve(
noitalsigeLseitilibisnopser
ehtno
desabsi
tahtkro
wemarf
erutluctnani
moda
morfeht
tcetorpot
keesyehT
spuorgsuonego
mohfo
noitpmussa
elpoepfo
sthgireht
ecnavdatonelpoep
dezilanigram
fosthgir
dnoyebog
dluohsseicilopkro
wemarflanoitcesretni
naylppa
oTsdradnatsla
minim
bull bull bull bull
snoitazinagroeht
dnatsrednudna
weiveR
waleht
rednuseitilibisnopser
seitilibisnopserdnatsrednu
dnastcartnoc
weiveRstcartnoc
fos
mreteht
rednullaf
snoitatcepxemu
minim
ehtereh
wyfitnedI
sseccaot
tnemevorp
midna
tnemecnavda
fot rohs
ytiuqedna
lauqetroppus
nacnoitazinagro
ruoysya
wyfitnedI
ytinutroppo
sihtseod
woH
erudecorpycilopeht
tc apmi
snoitazinagrotegdub
fI
mehttne
melpmi
ottcap
miyrategdub
evahod
seicilopyna
Mot
elbissopmi
emoceblli
wycilop
ehtdezingocer
tonsi
sihttub
ycilopdab
asi
tiesuaceb
ton-
dedracsideb
dnawollof
rofdetnuocca
tonere
wnoitatne
melpmi
fostsoc
ehtesuaceb
bull bull bull bull
htiw
detaicossastsoc
ehtllayfitnedI
ycilopeht
fonoitatne
melpmi
ralugerfo
trapera
stsoceht
erehw
yfitnedIedulcni
dluow
reganam
foyralaSei
-ssenisub
noisivrepusffats
stsoclanoitiddayfitne dI
ylgnidroccategduB
otelbisnopser
sioh
Wsi
ycilopsiht
erusnedna
dootsrednudecrofne
elbisnopsersi
ohw
etatsylraelc
tsum
serudecorpdna
seiciloPhcaEssenevitceffe
gnitaulavedna
gnirotinomtuo
gniyrracrof
detatsylraelc
e bdluohs
elorsnosrep
bull bull
diapnudna
diapfo
selorsuoirav
ehtyfitnedI
noitazinagroeht
fosreb
mem
ehttuo
yrraclliw
ohw
srebme
meht
yfitnedIsreb
mem
ehtetaulave
dnaesivrepusserudecorp
ycilopeht
etaulavedna
weiveretaerc
Appendices
38
NOIT
SE
UQ
EG
NELL
AH
CE
SN
OP
SE
R
eht
sita
hW
rof
msina
hcem
lacitirctnial
pm
ockca
bdeef
tegtaht
stnemucod
gnivileb
dluohsserudecorp
dnaseiciloP
ottnatrop
misi
tieroferehT
sevorpmi
gninraelruo
saretteb
rokcabdeef
edivorpnac
detceffaesoht
wohetats
yl raelcro
elbaeganamnu
evitceffenievorp
yehtneh
wfinialp
mocevisserppo
bull bull bull
seifitnediylraelc
tahtycilop
stnialpmoc
aetaer
Csreb
mem
diapnudna
diaprof
ssecorpeht
srebme
mytinu
mmoc
dnastneilcsresu
ecivrestI
elbisseccas i
ssecorpstnialp
moceht
erusnEyllacisyhp
nacsklof
erehw
decalpeb
dluohselbissecca
tnereffidni
dereffodna
tissecca
nialpraelc
ninettir
web
osladluohs
tIsta
mrofelpoep
ybdessecca
ebnac
titaht
osegaugnal
slevelycaretil
suoir avhti
wycilop
ehtrof
kcabdeefrof
ssecorpeht
yfitnedI
weiver
eb
ycilo
pe
htlli
ww
oH
otdetaci
nu
mm
oce
blli
wo
hw
eso
ht ti
yb
detceffa
ehtyb
detceffeesoht
llaot
tnediveeb
dluohscorpseiciloP
tnatropmi
sinoitacinu
mmoc
fonalp
agnitaer
Cse
moctuobull bull bull bull bull bull
elbisnopsereb
lliw
ohw
elpoepeht
folla
yfitnedIeb
lliw
ohw
esohtdna
noitatnemelp
mirof
noitatnem elp
mieht
ybdetcap
misdnik
tnereffideht
sseccafo
stniopeht
yfitnedIyrassecen
sseccafo
sepytdna
noitatnemelp
mirof
elbisnopseresoht
llaerusnE
seitilibisnopserrieht
tuobaraelc
eraot
ycilopetacinu
mmoc
otnalp
ehtyfitnedI
s rebme
mytinu
mmoc
dnastneilcsresu
ecivresrehto
dnaegaugnal
ycaretilsserdd
Aseussi
ytilibisseccaseussi
eseh tsserdda
otnalp
aetaer
C
Appe
ndic
es
39
NOITSE
UQ
EG
NELLAH
CES
NOPSE
R
weivereht
sitah
Weludehcs
ehtodlli
woh
W
weiver
deweiver
ebdluohs
stnemucod
gnivilsa
serudecorpdna
seiciloPdluohs
ssecorpehT
tnemevorp
mirof
yltnetsisnocdna
ylralugernI
kcabdeefrof
ytinutroppoedivorp
otsa
oseludehcs
aedulcni
dnaseicilop
ehtyb
detceffaesohtlla
morftupni
tegot
redrotahtnesohc
rodetov
ebdluohs
sreweiver
fomaet
aserudecorp
sevitcepsrepfo
esabdaorb
atneserper
bull bull bull
roylraey-
seicilopfo
weiverrof
enile
mita
teSylraey-ib
ebdluohs
tahtspuorg
redlohekatseht
yfitnedIytisrevid
otnoitnetta
htiw
weivereht
nidevlovni
dnassenevitceffe
ehtssessa
otsloot
edivorPycilop
hcaefo
ytiuqe
ycilopsiht
seoD
egnellahclahcrairtap
laicosevisserppo
wo
Hs
mron
gnignellahcflesti
nisi
krowe
marfdetargetni
nagniylppA
neebevah
sufo
ynam
sareve
woHs
mronerutluc
tnanimod
morftrats
dluohse
wsdradnats
naciremA
htroN
ybdenoitidnoc
nide
marfeblli
wserudecorp
dnaseicilop
ruotaht
esimerp
ehtksa
otevah
ew
eroferehTsfeileb
dnaseulav
erutluctnani
modgnidlohpu
tonera
ew
erusnetaht
snoitseuqfo
seiresa
sevle sruonoisserppo
fos
metsysdehcnertne
bull bull bull bull bull bull bull
noisserppodna
yhcrairtapfo
seussieht
yfitnedIycilop
hcaeni
tnerehninihti
wseussi
esehtegnellahc
otwoh
ezigetartSnoitazinagro
ruoygnika
mnoisiced
ehtni
ycnerapsnarteht
weiveRsessecorp
seodtah
Weisevlesruoyrof
snoitseuqetaerC
noitazinagroruo
niekil
koolre
wopycilop
ehtmorf
stifeneboh
wyfitnedI
revore
wopa
dlohpuseicilop
hcihw
enimrete
Dkro
wemarf
emit-lluf
derihsteg
ohWei
-snoitseuq
ksAsi
erehW
denimreted
sihtsi
woH
emit-trap
senimreted
ohW
tegdubeht
nitneps
yenom
seitiroirp
Appendices
40
NOITSE
UQ
EG
NELLAH
CES
NOPSE
R
ehteblli
wtah
Wno
tcapmilaitnereffid
spuorgdezilanigra
m
dnatsrednuot
tnatropmi
sitI
emas
ehtnae
mton
seodlauqEyfitnedi
otspuorg
tnereffidno
seicilopfo
stcapmi
suoiraveht
foytilibissecca
troppusot
wohdna
eilsreirrab
ehtereh
wspuorg
suoiravrof
secivresdna
tnemyolp
me
bull bull bull bull
fos
mitcivera
ohw
elpoepfo
spuorgyfitnedI
noisserppoci
metsysspuorg
suoiravno
stcapmi
ehtyfitnedI
dnaytiuqe
ecnavdataht
stcapmi
hsiugnitsiD
tonod
tahtesoht
sseccaot
sreirrabegnahc
otsya
wezigetartS
ycilopehtlli
wwo
Hnoisserppo
egnellahcnoisserppo
cimetsys
rofseicilop
weiveR bullmsicar
bullaibohpo
mohmsixesoreteh
bullmsielba
bullmsiega
bullmsixes
bullmsirtneconhte
bullmsissalc
bullmsiti
mes-itnabull
msibarA-itnabull
noitanimircsid
suoigilerbull
msilainoloc
bull bull bull
tsrifnretse
wa
sahycilop
ehtfi
enimrete
D
weivdlro
wtuoba
noitpmussa
narof
ycilopeht
ssessAnoitautis
cimonoce-oicos
dnaegaugnalytilibafo
secnereferrof
egaugnaleht
weiveRsnoitp
mussasuoigilernoitazinoloc
Appe
ndic
es
Appendix F Glossary of Anti-Oppression Terms
Ableism Prejudice and discrimination against people living with mental emotional and physicaldisabilities or differences People living with disabilities experience this discrimination segrega-tion and isolation because of peoplersquos prejudices and institutional barriers not because of thedisability or difference itself Deaf Deafened and Hard of hearing people historically have experi-enced systemic ableist oppression as well
Anti-Semitism Discrimination or violence against Jews Judaism and the cultural intellectualand religious heritage of Jewish people The word Semite literally refers to ldquoany of the peoplessupposed to be descended from Shem son of Noah especially the Jews Arabs Assyrians andPhoeniciansrdquo However Anti-Semitism is mostly used to refer to prejudice discrimination andviolence directed at Jews
Class Economic and social groups People in the higher classes make decisions about theeconomy while other people work for wages or are kept out of the economy The things that markdifferences between classes include peoplersquos ability to meet their basic needs their level ofincome wealth and formal education and their connections with people and institutions thathave influence and power In the current economic structure rich people got their wealth bytaking advantage of people at the bottom and middle of the class structure
Classism Any practices and beliefs that judge and value people according to their social class orthe social class that other people assume they belong to Most workplaces use classist languagethat reflects and reinforces the social hierarchy For example they undervalue the work of sup-port staff and decisions do not include the knowledge and opinions of these workers
Colonialism When a foreign power dominates and exploits an indigenous group by taking theirland and resources and using them as cheap labor in order to make money It also means spe-cific era between the 1700s and 1900s when European countries expanded into the Americasand countries of the global South In Europe people justified these practices using racial doc-trines These ideas about hierarchies of race are still widespread Uncovering and challengingthe ideas and ongoing practices of colonialism are important parts of racial equity work
Culture The collective experience beliefs values knowledge economy and ways of life of agroup of people who share past or current experiences Culture changes constantly it is notstatic Every culture is shaped by the land and spaces people inhabit together Individual andgroup culture can also be shaped by language religion racialization gender experiences ofmigration and immigration social class political affiliation family influences age sexual orien-tation geographic origin ethnicity experiences of discrimination or lack of discrimination andexperiences fighting oppression
Disenfranchised Not having full rights as a citizen or not being able to fully participate as amember of the community
41
Appendices
Dominant Culture The beliefs values and judgments of groups with social power The dominantculture is created and maintained by people in the dominant social group People who do notbelong to the dominant group often believe that these values beliefs and judgments are trueinstead of seeing how they reflect the interests of people in power
Dominant group People whose social identity gives them power and privilege In most parts ofCanada dominant identities are White male English-speaking heterosexual able-bodied Chris-tian affluent and middle class thirty to sixty-five years of age university educated from centralCanada Many people have one or more dominant identities
Equity Peoplersquos rights as individuals or members of a group to an equitable share of theresources and influence in society Equity work analyses and challenges unfair systems andpractices and works towards creating outcomes and access that benefit people equally
Exploitation Taking unfair advantage of a person or a group for onersquos own gain or advantageExploitation can be systematic or individual
First Nations A term that reflects the process some Aboriginal peoples in Canada have used toname themselves The word ldquofirstrdquo recognizes the fact that Aboriginal peoples are the originalinhabitants of what is now called Canada The word ldquonationrdquo stresses the fact that Aboriginalpeoples are political collectives who had their own forms of government before Europeans beganto settle here Many First Nations peoples are fighting to re-establish that sovereigntybull The term also refers to a group of Aboriginal people who were previously called a ldquoBandrdquo by
the Department of Indian Affairsbull ldquoFirst Nationrdquo can also mean a group or several groups of Aboriginal people who have the
same ethno-cultural background
Gender identity Features that are tied to how an individual thinks of themselves as a man or awoman A personrsquos gender identity may not be the same as their biological sex
Gender roles The culturally specific behaviors and appearances constructed by a culture todefine what is expected of women and men The expectations of femininity and masculinity areimposed on individuals according to their biological sex
Harassment Persistent ongoing behavior conveying negative attitudes towards an individual orgroup to make them feel intimidated and humiliated Harassment is an exercise of power Itincludes any action that a person knows or should know is not welcome Harassment includesname-calling jokes slurs graffiti insults threats rudeness and crude gestures verbal or physi-cal abuse Human Rights Codes in most provinces prohibit harassment based on race religionsex ethnicity and the other prohibited grounds for discrimination
Heterosexism All practices that convey the message that heterosexuals are better than otherpeople including the assumption that everyone is or must be heterosexual It operates like otherforms of prejudice and discrimination giving privilege and rights to members of the dominantgroupndashheterosexualsndashand not to gay or lesbian people
42
Appe
ndic
es
Hierarchy A system that gives individuals or groups different positions and power People andgroups with a higher rank have more power resources and value than individuals or groups witha lower rank For example in a patriarchy men are given more value than women
Immigrants People who have arrived and settled in Canada in their lifetime Sometimes peopleuse the word incorrectly to refer to Canadian-born racialized people because they assume thatall racialized people were born elsewhere
Inclusive Making sure that all members of the community are represented or involved in allaspects of the community
Integrated Combining information and values from a variety of people and sources in order toget a fuller result that is more inclusive
Islamaphobia The systemic ways and individual practices of racism that target Arab people andhave particular impact on them Some examples include negative stereotyping of Muslim peopledepicting Islam as essentially violent and fundamentalist assuming that all Arabs are Muslimand all Muslims are Arabs
Landed immigrant Persons with legal status who are permanent residents of Canada ratherthan visitors refugee claimants temporary workers or citizens
Marginalization A process that keeps groups or individual from having access to all or part ofthe resources and activities of the community
Oppression When one social group takes advantage of another social group either knowinglyor unconsciously Oppression gives the dominant group privilege and marginalizes anddisenfranchises the subordinated group The dominant social group can use force or social insti-tutions and resources to achieve oppression After a time individual members of the dominantgroup do not need to do anything and unequal treatment becomes so much a part of the socialinstitutions and structures that it seems normal
People of colour Any person who is not White or Aboriginal This term was first adopted in theUnited States by racialized people who were trying to name themselves with a positive identityrather than as ldquonon-whitesrdquo ldquocolouredrdquo ldquoethnicsrdquo or ldquovisible minoritiesrdquo
Privilege Unearned power that gives members of the dominant group economic social andpolitical advantages Privilege also means rights that everyone should have but that are deniedto some people
Racism Any aspect of Canadian society that openly or subtly makes White people and Whitenessnormal and valuable while making racialized communities invisible or devaluing stereotypingand labeling people of colour as ldquoothersrdquo who are different or inferior
43
Appendices
Individual racism The beliefs attitudes and actions of individuals that support or maintainracism Individual racism can be conscious or unconscious It can be active or passive
Institutional racism The network of structures policies and practices in systems and institutionsthat give White people advantages and that discriminate oppress and disadvantage racializedpeople
RacializationRacialized Racial identities are not fixed categories They are shaped by historynationality gender class and identity politics Racial designations often differ from country tocountry The term racialization or racialized makes explicit the ways in which we are socialized todifferentiate groups of people on the basis of superficial physical characteristics where White isthe norm It emphasizes the active process of categorizing people while at the same time reject-ing ldquoracerdquo as a scientific category
Refugee Persons who have to flee their country because they have a ldquowell-foundedrdquo fear ofpersecution based on race religion nationality political opinion or membership in a particularsocial group
Religious discrimination Any institutional or individual practices that exclude and discriminateagainst a person because of their religion In Canada many workplaces do not provide equitablyfor all religions Recently the Supreme Court has ruled that employers must accommodate em-ployees whose religious observances are not recognized in the Christian-based statutory holidayssuch as Easter and Christmas Religious discrimination is often linked to other forms of discrimi-nation For example Irish Catholics were often marked by their class ethnic origins and lan-guage as well as their Catholicism Racialized Muslims often experience racism mixed withreligious discrimination
Sexism Systemic and individual practices that give men privilege make women subordinate andthat shame values identified with women
Social Location or Social Identity A personrsquos membership in a socially constructed groupThese groups are often identified according to superficial characteristics such as skin colourcountry of origin religious beliefs body form etc
Structural This approach to equity work believes that the thoughts and behaviors of the indi-vidual are created and guided by various social structures such as capitalism andor neo-liberal-ism and are therefore limited The focus for change is raising awareness of the limits and chal-lenging the structures
Systemic racism The conscious or unconscious policies procedures and practices that excludemarginalize and exploit racialized people Systemic racism is supported by institutional powerand by powerful ideas often unexamined ones which make racism look normal and justified Forexample institutions that do not have effective complaints procedures or performance appraisaland promotion processes that use equity competencies make it possible for individuals to beracist
44
Appe
ndic
es
45
Transgender person A person who is not comfortable with or who rejects some or all of thegender identity given to their biological sex This is an umbrella terms used to describe trans-sexuals transvestites or cross-dressers and intersex people
Transsexual Someone who has a very strong feeling that they are living in the wrong sex A maletranssexual needs to live as a woman and a female transsexual needs to live as a man Somebut not all transsexuals have surgery to reassign their sex Some have procedures to partiallyreassign their sex and some use hormone therapy A transsexual can be heterosexual homo-sexual or bisexualWhite Refers to people belonging to the dominant racial group enjoy skin privilege in NorthAmerica Australia New Zealand and anywhere European colonialism has created racial inequityThe term ldquoWhiterdquo is capitalized for different reasons than other racial designations ndash Aboriginaland Black The latter identities are claimed with pride in opposition to the names imposed bydominant White society One of the ways that racism operates is to leave the racial identity ofWhite people unidentified ldquoWhiterdquo is capitalized to interrupt the privilege of having Whitenessgo unnamed
White Supremacy A system based on assumption of the ldquorightness of Whitenessrdquo in whichpolitical economic and social systems result in White people having more privilege and powerthan racialized people
many of the terms in the glossary were adapted with permission from Dancing on Live Embers ChallengingRacism in Organization by Tina Lopes and Barb Thomas Toronto Between the Lines 2006
Appendices
Appendix G Focus Group Findings
The following points are the relevant themes that emerged from the focus groups The groups wereasked to answer the following questions
1 How well has your organization and the various sectors practiced an integrated approach to anti- oppression
bull overall feeling that most are doing pretty good workbull some feel frustrated that the policies etc are not fully put into practice by all staff at an
agencybull feeling that the work is silorsquod and separated ndash working on one oppression at a timebull that the work is framed from a white middle class perspectivebull the work is not happening fast or often enough ndash ie deaf woman services gaps and barriers
2 What are the effective practices in the various areas ie policies programming outreach training org development
bull be committed inventive constantly evolve vigilantbull open to change pushing for changebull inclusion at all levels of an organization working together on committees and groupsbull engage diversity responsive to different needs
3 Where are the challengesbull funding shortages piecemeal and targeted on specific groups onlybull lack of accountability lack of clear policies and proceduresbull lack of inclusivity and diversitybull lack of time to be together communicate etcworkloads of service providersbull silorsquod workbull systemic exclusion internal and societal institutions
4 Visions and suggestions for changebull core guidelines with key values ndash written down and put into practicebull accountability in staff and managementbull commitment from all levelsbull everyone open to challengebull look at themes not populationsbull community drivenbull training and toolsbull fully funded and supported by structures
5 Who would take up the facilitation of changebull not one personbull coalitionsbull community groupsbull all levels of organization including service users
46
Appe
ndic
es
Recommendation(s)
a Conduct a review of existing policies procedures and practices that organizations feel repre-sent their best efforts of an integrative anti-oppressive framework
b Working groups should be created to develop the most effective integrative policies andprograms The groups should include diverse members from different social locations com-munities and be representative of all levels of the organization including service users
c Organizations must support this work by allocating time personnel and resourcesd Organizations must demonstrate commitment to the work by reviewing all policies proce-
dures and programs through the lense of an integrative anti-oppressive frameworke A tool kit should include templates of policies and procedures to simplify the writing of work
done by the committeesworking groupf This work is not static and must be revisited regularly in order to incorporate new informa-
tiong Organizations should offer regular training and workshops on how to put an integrative anti-
oppression framework into practiceh Organizations must hold staff and volunteers accountable to adhering to agency practice by
offering training and supervision including key values in mandate and mission statementsand integrative anti-oppressive practices in personnel and volunteer policies
Focus group participants
The following organizations participated in focus groups in 2005-06 for the Integrative Anti-Oppression Project
Woman Abuse CouncilFCJ Refugee Centre519 Community CentreNelliersquosSpringtidersquos Women with Disabilities ProgramToronto Rape Crisis CentreMulticultural Women Against RapeCentral Neighbourhood HouseAccess Alliance Multicultural Community Health CentreA Commitment to Training and Employment for Women (ACTEW)Arab Community Centre of TorontoAssaulted Womenrsquos HelplineBarbara Schlifer Counselling ClinicBlack Creek Community Health CentreCentral Family IntakeErnestine Womenrsquos ShelterFamily Services AssociationFlemingdon Neighborhood ServicesKorean Canadian Womenrsquos Association
47
Appendices
Macaulay Child Development CentreSt Christopherrsquos HouseSt Joseph Womenrsquos Health CentreSt Michael HospitalStonegate Community Health CentreUrban Alliance on Race RelationsWomenrsquos Counselling Referral and Education CentreYorktown ShelterYWCA
48
Appendix H References
Dancing on Live Embers Challenging Racism in Organizations Tina Lopes and Barb Thomas Be-tween the Lines Toronto 2006
Campbell C (2003) Anti-oppressive social work Promoting equity and Social Justice Editor DrCarolyn Campbell Halifax Nova Scotia Dalhousie UniversityRetrieved Jan 22 2008httpaoswsocialworkdalcawhatisaoswhtml
Roundtable on Anti-Oppression Politics in Anti-Capitalist Movements Edited by Sharmeen Khan ndashparticipants in the roundtable Kirat Kaur Junie Deacutesil Gary KinsmanRetrieved Jan 22 2008httpuppingtheantiorgnode1380
Williams C (2003) ldquoSeeking Cultural Competence What Is It How Do You Develop It and How DoYou Know When Yoursquove Got Itrdquo In WShera (Ed) Emerging Perspectives on Anti-Oppressive Practice(pp 265 - 278) Toronto Canadian Scholarsrsquo Press Inc
- Front Page1-1
- ManualModEN2
- ManualModEN3
- ManualModENCon
-
Applying Integrated Anti-oppression To Policies
Here is how we used this questionnaire to assess our policy about Paid Holidays
How does this policy affect different people
noitseuQ noitnettAfosaerA
detnemelpmineebycilopehtsahwoHevahsecitcarpdnaserudecorptahW
detluser
ecitcarP rosivrepusriehttelyllabrevffatSasekamdnasyadilohgnihctiwserayehtwonk
teehsemitrehnoetonecitcarP diaprofelbigiletoneraohwffats
krowtsumsyadtatsnokrowotesoohcohwroemitemohmorf
enoyreveerusneotroycnetsisnocrofserudecorpoNycilopehtwollofotwohswonk
ycilopsihtmorfstifenebohW
woH
syadilohnaitsirhCetarbelecohwffatS
tegyehTohwsrehtohtiwyojneotffoemitdiap-
syadilohlarutlucrosuoigilerralimisetarbelecemocnitsolon-
tifenebtonseodohW
woH
yehtesuacebetarbelectonodohwffatSdesolcerasrehtoynamnehwkrowodotyrt-secifforehtoynamnehwffoemitekattsum-
nepoeraffoemittegotelggurtstsum-
yehtesuacebelbigiletoneraohwffatSdnaemocnignisolneewtebesoohctsum-
)etarbelecyehtfi(yadilohnokrowotgnivah
otsreirrabehtyfitnediuoynaCyehteraepyttahWstcapmielbatiuqe
)ctelaicnanifdetalsigel(
ffoemitdiapdetalsigeL
llaevigotdroffatonnac-stniartserlaicnaniFffoemitdiapffats
tnemucodotecalpniserudecorpevahotevaHsesoprupytilibailrofstnemegnarraevitanretla
dnasnoitseuqstnemmoctahWycilopsihttuobaevahelpoepodstnialpmoc
serudecorpdnasecitcarpehtrodetaercsahycilopsihttaht
ytinummocsresuecivresffatsehtodtahWsihttuobayassreetnulovrosrebmem
ycilop
ynaedivorpdluohsnoitazinagroehTdnalamroftuobaevahyehtnoitamrofni
ehtotycilopsihttuobastnialpmoclamrofniweiverrofeettimmoCyciloP
18
Appl
ying
Inte
grat
ed A
nti-o
ppre
ssio
n To
Pol
icie
s
What are the gaps in policy and what can we do to make changesThe questions in this section are exploratory to help begin discussions to identify gaps and generateideas for change Use a flipchart with the questions as headers This will allow everyone to contrib-ute and build on the information and ideas
Questions for discussion
1 Does the policy recognize and identify how different people will be affected
2 Is the policy flexible enough to respond to the different lived experience that people have
3 If the policy is not flexible does it say what the organization will do to change this Does theplan for change include timelines
4 Does the policy say how people can give input or feedback about how the policy affectsthem What comments questions and complaints do people have about this policy or thepractices and procedures that this policy has created
5 Does the policy include diverse cultural norms and values What are they
Record your decisions on the form ldquoPolicy gaps and what we can dordquo This form is on page 30 (Ap-pendix A)
19
Applying Integrated Anti-oppression To Policies
Here is how we used this questionnaire to assess our policy about Paid Holidays
Policy gaps and what we can do
20
seYsdeeN
krownoitnettAfoaerA
tnereffidwohyasycilopehtseoDdetceffaeblliwelpoep
X ybstcapmilaitnereffidseifitneditIdnaffatsemittrapgnigdelwonkca
-retsaEetarbelectonodohwesohtsrehtoon
othguoneelbixelfycilopehtsIdeviltnereffidehtotdnopser
evahelpoeptahtsecneirepxe
X ehtotsseccaffatsemittrapsreffOylno-ffoemityadilohnaitsirhCdiap
)sruoh12revo(ffatsemittrapniatrecdeifitnedisrehtoon-
tiseodelbixelftonsiycilopehtfIodlliwnoitazinagroehttahwyas
sihtegnahcot
edulcniegnahcrofnalpehtseoDsenilemit
X
X
oN
oN
elpoepwohyasycilopehtseoDtuobakcabdeefrotupnievignac
mehtstceffaycilopehtwoh
X deticilostonsinoitamrofnioN
esrevidedulcniycilopehtseoDseulavdnasmronlarutluc
yehteratahW
X ssalcfonoitingoceremossierehTotsrekrowemittraprof-seussi
emostifenebyadilohsuoigilerenosierehT
emos-dewollanoitutitsbusecnereffidfonoitingocer
Appl
ying
Inte
grat
ed A
nti-o
ppre
ssio
n To
Pol
icie
s
Step 5 Make recommendations
Once the committee has assessed the policies it must create a report that outlines its recommenda-tions The report should summarize how each policy could be improved To come up with recommen-dations for improving each policy the committee can review comments from the questionnaires
The main question in this step of the process is What would improve this policy so that it inte-grates anti-oppressive practice Use flipchart paper to record ideas This allows committee mem-bers to share information and build upon each otherrsquos ideas
Facilitate the discussionThere will be different perspectives and ideas about what changes will benefit people and how toaccomplish these changes Because of this there is potential for conflict Here are some hints tohelp make sure that this discussion will lead to recommendations that can help your organization
Ask the committee to choose a facilitator for the discussion Their role isto support everyone in being heardto solicit all ideas and perspectivesto make sure that opposing viewpoints or challenges are given and received in afriendly and open mannerto help the committee build consensus andto finalize recommendations
The facilitator should not offer ideas to the discussion Their role is to help make sure all of thecommitteersquos ideas are recorded The organization may choose to hire an outside facilitator for thispart of the discussion
Have the facilitator review the committeersquos Terms of Reference and Conflict Guidelines Remindeveryone that this is ongoing work
Write a reportFor each policy the committee should write a recommendations report
This report has three columns
Write the committeersquos recommendations in the left-hand column The recommendations may rangefrom fairly simple to quite complex They can be one-time actions or multi-staged changes
The committee should leave the two columns on the right empty ndash these will be filled out by deci-sion-makers in the organization They will review the recommendations and decide what to do withthem
noitadnemmoceR elbisnopsersiohW enilemiT
21
Applying Integrated Anti-oppression To Policies
Assessing the recommendationsAs soon as possible the decision-makers in the organization should review the recommendationsand fill out the right-hand columns of the recommendations report The management or Board ofDirectors must decide Who is responsible They must also set a Timeline
The organization is not required to act immediately on all of the committeersquos recommendationsSome recommendations may not be possible or viable in the immediate future and may need longerterm planning
To decide how to implement the recommendations the decision-makers should considerbull how urgent the issue isbull the workloads of the staff involved in changing the policybull the fiscal timingbull what research the organizations needs andbull how much time the organization needs to prepare
For example a policy change that does not involve employment standards or financial supports couldbe implemented fairly quickly A policy change that involves rewriting translating and adaptingpolicies will takes time so it may not be implemented until well after the organization has finishedtaking care of its year-end reporting responsibilities
Once the Board or management has done this work they should give copies of their completedreport to every member of the committee and to all staff volunteers and community members whoare affected by the policy This helps keep the policy process open and helps people feel that thepolicy process is collaborative among everyone in the organization
Use the ldquoReport of recommendationsrdquo chart on page 31 (Appendix A) to record your decisions
22
Appl
ying
Inte
grat
ed A
nti-o
ppre
ssio
n To
Pol
icie
s
Here is a sample report of recommendations
Report of recommendations
23
noitadnemmoceR elbisnopsersiohW enilemiT
diapwollaottnemetatsycilopegnahCsuoigileraevahtahtsyadilohyrotutats
yllacificepsnoitcennoclarutlucroyadirFdooGyaDgnixoByaDsamtsirhC
otyaDsraeYweNdnayadnoMretsaErosuoigilerhtiwdegnahcxeeb
toneratahtsetadtnatropmiyllarutlucsdradnatstnemyolpmeehtnideifitnedi
tca
ehtfoeettimmoCyciloPsrotceriDfodraoBrotceriDevitucexE
shtnom6nihtiW
neewtebeciffoehtesolctonoDdaetsnIsraeYweNdnasamtsirhC
tahtsyadretaolfsaesohtreffoyehtrevenehwekatnacseeyolpme
esoohc
ehtfoeettimmoCyciloPsrotceriDfodraoBrotceriDevitucexE
shtnom6nihtiWtxenehterofeb(
)erusolc
nitnemyolpmefoslevelehtllayfitnedItcartnocsahcusnoitazinagroeht
sruoh12nahtsselemit-trapsrekrowrofseifilauqhcaerehtehwyfitnedIcte
ffoemitdiap
ehtfoeettimmoCyciloPsrotceriDfodraoB
shtnom3nihtiW
hcussmretniatrecfosnoitinifedddAycilopehtotsyadilohyrotutatssa
oiratnOehtotecnereferekaMtahtnoitalugeRsdradnatStnemyolpmE
ycilopsihtstceffa
ehtfoeettimmoCyciloPsrotceriDfodraoB
shtnom3nihtiW
ycilopehtfoypocdrahatuotnirPseiciloprehtohtiwrednibanitituP
siohwenoyreveerehwrednibehtecalPdnatisseccanacycilopehtybdetceffa
tidaer
rotceriDevitucexEsreganaMmargorP
shtnom3nihtiW
emitynanisyadfoegnahcxeedulcnIswonkenoyrevetahtoserudecorpffo
odottahw
rotceriDevitucexEsreganaMmargorP
shtnom6nihtiW
Appendices
Part 3 Appendices
Appendix A Forms
Appendix B Sample Terms of Reference
Appendix C Sample Conflict Resolution Guidelines
Appendix D Sample Decision Making Chart
Appendix E Framework for policy development and review
Appendix F Glossary of Anti-Oppression Terms
Appendix G Focus Group Findings
Appendix H References
24
Appe
ndic
es
Appendix A Forms
bull Plan for policy reviewbull Work planbull How accessible is this policybull How does this policy affect different peoplebull Policy gaps and what we can dobull Report of recommendations
25
Appendices
Plan for policy review
26
etaD aerA weiverotseicilopfotsiL
1raeY
2raeY
3raeY
Appe
ndic
es
Work plan
otsdeentahWneppah
siohWelbisnopser
sksaT eniLemiT
27
Appendices
How accessible is this policy
seYsdeeN
krownoitnettAfosaerA
aniycilopehtsInoitacoleerf-reirrab
nielbaliavaycilopehtsIstamroftnereffid
tuobatnemmocetivniewoDtamrofeht
ninettirwycilopehtsIrofysaesitahtegaugnal
dnatsrednuotstneilctsom
ylisaeebycilopehtnaCrehtootdetalsnart
segaugnal
tiohwyasycilopehtseoDstceffa
siohwyastiseoDrofelbisnopser
tignitnemelpmi
suoiravtcelferycilopehtseoDseulavdnasfeileblarutluc
ehtnissecorpasierehtfIspetsehteraycilop
otelbatpadadnaelbixelfsecnereffidetadommocca
etivniycilopehtseoDkcabdeefevigotelpoep
tahwtuobastnemmocdnasyasti
28
Appe
ndic
es
How does this policy affect different people
snoitseuQ noitnettAfosaerA
neebycilopehtsahwoHdetnemelpmi
evahsecitcarpdnaserudecorptahWdetluser
ycilopsihtmorfstifenebohW
woH
tifenebtonseodohW
woH
otsreirrabehtyfitnediuoynaCeraepyttahWstcapmielbatiuqe
)ctelaicnanifdetalsigel(yeht
dnasnoitseuqstnemmoctahWsihttuobaevahelpoepodstnialpmocserudecorpdnasecitcarpehtroycilop
detaercsahycilopsihttaht
ecivresffatsehtodtahWrosrebmemytinummocsresu
ycilopsihttuobayassreetnulov
29
Appendices
Policy gaps and what we can do
seYsdeeN
krownoitnettAfosaerA
wohyasycilopehtseoDeblliwelpoeptnereffid
detceffa
lliwelpoeptahttimdatiseoDsyawtnereffidnidetceffaeb
hguoneelbixelfycilopehtsItnereffidehtotdnopserot
elpoeptahtsecneirepxedevilevah
elbixelftonsiycilopehtfIehttahwyastiseod
otodlliwnoitazinagrosihtegnahc
egnahcrofnalpehtseoDsenilemitedulcni
wohyasycilopehtseoDrotupnievignacelpoepehtwohtuobakcabdeef
mehtstceffaycilop
edulcniycilopehtseoDdnasmronlarutlucesrevid
seulav
yehteratahW
30
Appe
ndic
es
Report of recommendations
noitadnemmoceR siohWelbisnopser
enilemiT
31
Appendices
Appendix B Sample Terms of Reference ndash Policy Review Committee
PreambleINSERT YOUR ORGANIZATION NAME is committed to applying an integrated anti-oppression frame-work to all undertakings of the organization To that end the organization will ensure that all poli-cies will be regularly reviewed and updated to reflect an integrated anti-oppression perspective
MandateThe mandate of the Policy Review Committee is to review the policies listed below with the objectiveof providing the organization with feedback and recommendations as to how the policies can betterreflect an integrated anti-oppression analysis The committee may also recommend the deletion oraddition of policies in this process
Type of Committee
The Policy Review Committee is a short term project based committee composed of communitymembers from the service area of YOUR ORGANIZATION NAME and frontline staff managementvolunteers Board and people who have accessed our service
Composition
Members should self-identify in one or more of the following waysbull racialized or aboriginalbull people who have little or no decision making power in the organization including service usersbull members of a marginalized groupbull representative of the demographic of organizationrsquos community
Timeline
The committee will complete the said work in a period of not longer than INSERT DATE HERE (3months from the start date of the review)
Deliverables Recommendations Report
Scope
Committee members shall have access to the policies of the organization mission statement by-laws salary grids collective agreements board meeting minutes complaints received strategicplan and all other relevant documents with the exception of the followingbull personnel filesbull in-camera Board meeting minutesbull client filesbull private legal material
32
Appe
ndic
es
Appendix C Sample Conflict Resolution Guidelines ndash Policy ReviewCommittee
PrinciplesIt is in places of conflict that the potential for change exists Conflicting ideas beliefs and valueswill ensure a rich dialogue and essential learning opportunities for everyone Committee membersare charged with reminding themselves that the committee exists in the service of the organizationwith the ultimate goal of better serving the community Each person on the committee has theresponsibility to deal directly with each other and commit to engaging with each other as allies inthis work
The organization will endeavor to assemble the relevant material that will be useful in meeting theobjectives of the committee prior to the beginning of the project and will ensure that any relevantmaterials will be delivered to the committee as quickly as possible
The decisions and recommendations of the committee do not bind the organization into action TheBoard of Directors andor Executive Director of the organization will review the recommendations ofthe committee and ultimately decide what can be instituted
Budget and Additional Resources
The Policy Review Committee has a budget of $$$$$ The budget will cover the committee costs- member expenses childcare travel long distance calls honorarium- meeting expenses accessible meeting room refreshments conference calls- accessibility expenses ASL interpretation note taking attendant care- supplies photocopying office supplies
Staff resource- maintain minutes and discussion notes for the committee- retrieve documents that the committee requires- assist in organizing meetings and refreshments for meetings
Meetings
Meetings will be held at an accessible meeting space ndash onsite at the organization if possible
The committee is responsible to elect co-chairpersons during the first committee meetingThe responsibilities of the co-chairs in consultation with the whole committee are tobull organize meetingsbull develop the agendabull organize committee communicationbull keep committee members on taskbull organize the completion of the final reportbull maintain communication with the organization including updates requests concerns etc
33
Appendices
34
Remember that resolving conflict does not necessarily mean that a person will change their view-point or opinion A resolution of conflict implies that each party has had the opportunity to sharetheir perspective be heard have opportunity for discussion and then have closure
How we deal with our colleagues when we have a different opinion or viewpoint can either open usup to new learning or shut us down The following are some key points to keep in mind
i Recognize that conflict is a healthy part of communication if all parties understand theirresponsibilities in the process
ii Parties should approach the process with the idea of creating a learning environmentiii Parties should be prepared to listen to each other ndash that is really listen without interrupt-
ing or preparing your argument in your headiv If you are challenging a statement made by another person ndash it is important to state
concisely where you believe the problem lies and if it furthers the learning moment tostate the impact on yourself
v Do not belabor the point or make comments about the otherrsquos motivation for the state-ment (ie They are ignorant bigoted etc)
vi The person who has been challenged should take away the information to think aboutwhere their learning lies ndash the statement back to the challenger should include how youwill approach the information that was shared with you from the other person
vii If you do not agree with the challengerrsquos view ndash further dialogue may be necessaryviii State your own view and where you believe the problem liesix Each person is responsible to think critically about the otherrsquos view with a goal of finding
common ground andor compromise andor the decision to agree to disagree ndash which isallowing space for differing points of view
x It is important that both parties do not disengage from the process by complaining orexpressing dissatisfaction about the other person to other people ndash that kind of behaviorlowers the integrity of the process and the party who engages in it
xi Try to understand each otherrsquos perspective without judging the person or making assump-tions about each other
Co-chairs responsibilitiesbull reminding members of the guidelines of conflict resolutionbull arranging time in the agenda to address conflict in the groupbull mediating conversations between the parties in conflictbull negotiating resolutionbull If the conflict is in regards to making a decision The co-chairs should refer to the decision
making guidelines
The guidelines presented above should not be used in situation of discrimination and abuse Inthose situations the committee should follow the procedures in the organizations anti-discriminationor anti-harassment policies
Appe
ndic
es
35
snoitpO snosaeRstifeneBrof
snosaeRsmelborPtsniagA
puorGnoisiceD
rofsnosaeRnoisiceD
Appendix D Sample Decision Making Chart ndash Policy Review Committee
Appendices
36
App
endi
x E
Fra
mew
ork
for p
olic
y re
view
and
dev
elop
men
t
We
deve
lope
d th
is fr
amew
ork
duri
ng th
e fir
st p
hase
of t
his
proj
ect
Its
purp
ose
is to
hel
p or
gani
zatio
ns u
se a
n in
tegr
ated
ant
i-opp
ress
ion
fram
ewor
k ap
proa
ch w
hen
revi
ewin
g an
d de
velo
ping
pol
icie
s
NOITSE
UQ
EG
NELLAH
CES
NOPSE
R
esoprupeht
sitah
Wrodna
ycilopsiht
foerudecorp
erusneotyrassecen
siycilop
aneh
wwonk
ottluciffid
ebn ac
tIruoy
tahterusne
otdna
seicilopyna
moot
gnitaercton
erauoy
ehtgniyfitnedI
stnemetats
gnitcilfnocgnika
mton
e raseicilop
edivorpsalle
wsa
sllaftipeseht
diovapleh
nacesoprup
otyrassecen
eblliw
serudecorptah
wdna
wohot
sanoi tcerid
esoprupeht
teem
bull bull bull bull
ycilopeht
rofelanoitar
ehtedivorP
tnetniytiuqe
ehtyfitnedi
ylraelCseitilibisnopser
evitalsigelyfitnedI
)s(ycilopetairporppa
ehtot
serudecorpkniL
tifycilop
ehtseo
Dycnega
ehtnihti
wnoissi
metad nam
rodnatne
metatsseulav
fotne
metatssfeileb
dna
woH
dnaetadna
mrieht
eniltuotaht
stnemetats
evahseicnega
ynaM
roFetadna
meht
teemlli
wyeht
wohtuoba
sfeilebrieht
elpmaxe
nasi
nemo
wllatsniaga
ecneloivlladne
otelpmaxe
er usneneht
tsum
wolloftaht
seiciloPtne
metatsnoissi
ma
fotsniaga
ecneloivgnitauteprep
tonsi
noitazinagroeht
tahtnoisserppo
ronoisulcxe
fomrof
ehtni
nemo
w
bull bull bull bull bull
fotne
metatsstnemucod
tnavelerllaweiveR
ctetnemetats
noissimetadna
msfeilebeht
stroppusycilop
ehtfi
enimrete
Detadna
mnoissim
seitiugibma
ehtyfitnedI
seulaveht
htiw
st sartnocycilop
ehtfi
enimrete
Dnoitazinagro
ehtfo
ycilopeht
oteka
mnac
uoysegnahc
ehtyfitnedI
tievorp
miot
tifyc ilop
ehtseo
Deht
htiw
snoitazinagronoitisoplacitilop
wo
H
tahtnoitisop
nasitrapa
naem
tonseod
noitisoplacitilopA
ynamrehtaR
ytraplacitilopralucitrap
astroppus
seussiralucitrap
nosnoitisopdepoleved
evahsnoitazinagro
noitazinagrotsini
mefa
ebya
mnoitazinagro
ruoyelp
maxeroF
dluow
serudecorpdna
seicilopruoy
noitazinagrotsini
mefa
sAytiuqe
yapeikro
wemarf
ytilauqesna
mow
awollof
ctestifenebrevigeracyli
mafdednapxe
bull bull
snoitisoplanoitazinagroeht
ssucsiddna
yfitnedItub
nettirwnu
erataht
seussilaicosgnidrager
esohtfo
emoS
noitazinagroruoy
nihtiw
tsixeyap
msireetnulovsvrobal
diapedulcniya
mcteseussi
htlaehlatnemytiuqe
-tne
metatsfeileb
aot
snoitisopetairporppa
ddAtsixe
tonseod
enofi
enoetaerc
ro
Appe
ndic
es
37
NOITSE
UQ
EG
NELLAH
CES
NOPSE
R
teem
ycilopeht
seoD
sdradnatsmu
minim
noitalsigelrobal
fosthgir
namuh
ycavirpnoitalsigelrednufnoit alsigel
dnastne
meergalautcartnoc
rehtostne
meerga
mehtdeecxe
tiseo
D
lautcartnocdna
evitalsigeltee
mylraelc
dluohsseiciloP
nettirw
si)noitalsigel
ytiuqeneve(
noitalsigeLseitilibisnopser
ehtno
desabsi
tahtkro
wemarf
erutluctnani
moda
morfeht
tcetorpot
keesyehT
spuorgsuonego
mohfo
noitpmussa
elpoepfo
sthgireht
ecnavdatonelpoep
dezilanigram
fosthgir
dnoyebog
dluohsseicilopkro
wemarflanoitcesretni
naylppa
oTsdradnatsla
minim
bull bull bull bull
snoitazinagroeht
dnatsrednudna
weiveR
waleht
rednuseitilibisnopser
seitilibisnopserdnatsrednu
dnastcartnoc
weiveRstcartnoc
fos
mreteht
rednullaf
snoitatcepxemu
minim
ehtereh
wyfitnedI
sseccaot
tnemevorp
midna
tnemecnavda
fot rohs
ytiuqedna
lauqetroppus
nacnoitazinagro
ruoysya
wyfitnedI
ytinutroppo
sihtseod
woH
erudecorpycilopeht
tc apmi
snoitazinagrotegdub
fI
mehttne
melpmi
ottcap
miyrategdub
evahod
seicilopyna
Mot
elbissopmi
emoceblli
wycilop
ehtdezingocer
tonsi
sihttub
ycilopdab
asi
tiesuaceb
ton-
dedracsideb
dnawollof
rofdetnuocca
tonere
wnoitatne
melpmi
fostsoc
ehtesuaceb
bull bull bull bull
htiw
detaicossastsoc
ehtllayfitnedI
ycilopeht
fonoitatne
melpmi
ralugerfo
trapera
stsoceht
erehw
yfitnedIedulcni
dluow
reganam
foyralaSei
-ssenisub
noisivrepusffats
stsoclanoitiddayfitne dI
ylgnidroccategduB
otelbisnopser
sioh
Wsi
ycilopsiht
erusnedna
dootsrednudecrofne
elbisnopsersi
ohw
etatsylraelc
tsum
serudecorpdna
seiciloPhcaEssenevitceffe
gnitaulavedna
gnirotinomtuo
gniyrracrof
detatsylraelc
e bdluohs
elorsnosrep
bull bull
diapnudna
diapfo
selorsuoirav
ehtyfitnedI
noitazinagroeht
fosreb
mem
ehttuo
yrraclliw
ohw
srebme
meht
yfitnedIsreb
mem
ehtetaulave
dnaesivrepusserudecorp
ycilopeht
etaulavedna
weiveretaerc
Appendices
38
NOIT
SE
UQ
EG
NELL
AH
CE
SN
OP
SE
R
eht
sita
hW
rof
msina
hcem
lacitirctnial
pm
ockca
bdeef
tegtaht
stnemucod
gnivileb
dluohsserudecorp
dnaseiciloP
ottnatrop
misi
tieroferehT
sevorpmi
gninraelruo
saretteb
rokcabdeef
edivorpnac
detceffaesoht
wohetats
yl raelcro
elbaeganamnu
evitceffenievorp
yehtneh
wfinialp
mocevisserppo
bull bull bull
seifitnediylraelc
tahtycilop
stnialpmoc
aetaer
Csreb
mem
diapnudna
diaprof
ssecorpeht
srebme
mytinu
mmoc
dnastneilcsresu
ecivrestI
elbisseccas i
ssecorpstnialp
moceht
erusnEyllacisyhp
nacsklof
erehw
decalpeb
dluohselbissecca
tnereffidni
dereffodna
tissecca
nialpraelc
ninettir
web
osladluohs
tIsta
mrofelpoep
ybdessecca
ebnac
titaht
osegaugnal
slevelycaretil
suoir avhti
wycilop
ehtrof
kcabdeefrof
ssecorpeht
yfitnedI
weiver
eb
ycilo
pe
htlli
ww
oH
otdetaci
nu
mm
oce
blli
wo
hw
eso
ht ti
yb
detceffa
ehtyb
detceffeesoht
llaot
tnediveeb
dluohscorpseiciloP
tnatropmi
sinoitacinu
mmoc
fonalp
agnitaer
Cse
moctuobull bull bull bull bull bull
elbisnopsereb
lliw
ohw
elpoepeht
folla
yfitnedIeb
lliw
ohw
esohtdna
noitatnemelp
mirof
noitatnem elp
mieht
ybdetcap
misdnik
tnereffideht
sseccafo
stniopeht
yfitnedIyrassecen
sseccafo
sepytdna
noitatnemelp
mirof
elbisnopseresoht
llaerusnE
seitilibisnopserrieht
tuobaraelc
eraot
ycilopetacinu
mmoc
otnalp
ehtyfitnedI
s rebme
mytinu
mmoc
dnastneilcsresu
ecivresrehto
dnaegaugnal
ycaretilsserdd
Aseussi
ytilibisseccaseussi
eseh tsserdda
otnalp
aetaer
C
Appe
ndic
es
39
NOITSE
UQ
EG
NELLAH
CES
NOPSE
R
weivereht
sitah
Weludehcs
ehtodlli
woh
W
weiver
deweiver
ebdluohs
stnemucod
gnivilsa
serudecorpdna
seiciloPdluohs
ssecorpehT
tnemevorp
mirof
yltnetsisnocdna
ylralugernI
kcabdeefrof
ytinutroppoedivorp
otsa
oseludehcs
aedulcni
dnaseicilop
ehtyb
detceffaesohtlla
morftupni
tegot
redrotahtnesohc
rodetov
ebdluohs
sreweiver
fomaet
aserudecorp
sevitcepsrepfo
esabdaorb
atneserper
bull bull bull
roylraey-
seicilopfo
weiverrof
enile
mita
teSylraey-ib
ebdluohs
tahtspuorg
redlohekatseht
yfitnedIytisrevid
otnoitnetta
htiw
weivereht
nidevlovni
dnassenevitceffe
ehtssessa
otsloot
edivorPycilop
hcaefo
ytiuqe
ycilopsiht
seoD
egnellahclahcrairtap
laicosevisserppo
wo
Hs
mron
gnignellahcflesti
nisi
krowe
marfdetargetni
nagniylppA
neebevah
sufo
ynam
sareve
woHs
mronerutluc
tnanimod
morftrats
dluohse
wsdradnats
naciremA
htroN
ybdenoitidnoc
nide
marfeblli
wserudecorp
dnaseicilop
ruotaht
esimerp
ehtksa
otevah
ew
eroferehTsfeileb
dnaseulav
erutluctnani
modgnidlohpu
tonera
ew
erusnetaht
snoitseuqfo
seiresa
sevle sruonoisserppo
fos
metsysdehcnertne
bull bull bull bull bull bull bull
noisserppodna
yhcrairtapfo
seussieht
yfitnedIycilop
hcaeni
tnerehninihti
wseussi
esehtegnellahc
otwoh
ezigetartSnoitazinagro
ruoygnika
mnoisiced
ehtni
ycnerapsnarteht
weiveRsessecorp
seodtah
Weisevlesruoyrof
snoitseuqetaerC
noitazinagroruo
niekil
koolre
wopycilop
ehtmorf
stifeneboh
wyfitnedI
revore
wopa
dlohpuseicilop
hcihw
enimrete
Dkro
wemarf
emit-lluf
derihsteg
ohWei
-snoitseuq
ksAsi
erehW
denimreted
sihtsi
woH
emit-trap
senimreted
ohW
tegdubeht
nitneps
yenom
seitiroirp
Appendices
40
NOITSE
UQ
EG
NELLAH
CES
NOPSE
R
ehteblli
wtah
Wno
tcapmilaitnereffid
spuorgdezilanigra
m
dnatsrednuot
tnatropmi
sitI
emas
ehtnae
mton
seodlauqEyfitnedi
otspuorg
tnereffidno
seicilopfo
stcapmi
suoiraveht
foytilibissecca
troppusot
wohdna
eilsreirrab
ehtereh
wspuorg
suoiravrof
secivresdna
tnemyolp
me
bull bull bull bull
fos
mitcivera
ohw
elpoepfo
spuorgyfitnedI
noisserppoci
metsysspuorg
suoiravno
stcapmi
ehtyfitnedI
dnaytiuqe
ecnavdataht
stcapmi
hsiugnitsiD
tonod
tahtesoht
sseccaot
sreirrabegnahc
otsya
wezigetartS
ycilopehtlli
wwo
Hnoisserppo
egnellahcnoisserppo
cimetsys
rofseicilop
weiveR bullmsicar
bullaibohpo
mohmsixesoreteh
bullmsielba
bullmsiega
bullmsixes
bullmsirtneconhte
bullmsissalc
bullmsiti
mes-itnabull
msibarA-itnabull
noitanimircsid
suoigilerbull
msilainoloc
bull bull bull
tsrifnretse
wa
sahycilop
ehtfi
enimrete
D
weivdlro
wtuoba
noitpmussa
narof
ycilopeht
ssessAnoitautis
cimonoce-oicos
dnaegaugnalytilibafo
secnereferrof
egaugnaleht
weiveRsnoitp
mussasuoigilernoitazinoloc
Appe
ndic
es
Appendix F Glossary of Anti-Oppression Terms
Ableism Prejudice and discrimination against people living with mental emotional and physicaldisabilities or differences People living with disabilities experience this discrimination segrega-tion and isolation because of peoplersquos prejudices and institutional barriers not because of thedisability or difference itself Deaf Deafened and Hard of hearing people historically have experi-enced systemic ableist oppression as well
Anti-Semitism Discrimination or violence against Jews Judaism and the cultural intellectualand religious heritage of Jewish people The word Semite literally refers to ldquoany of the peoplessupposed to be descended from Shem son of Noah especially the Jews Arabs Assyrians andPhoeniciansrdquo However Anti-Semitism is mostly used to refer to prejudice discrimination andviolence directed at Jews
Class Economic and social groups People in the higher classes make decisions about theeconomy while other people work for wages or are kept out of the economy The things that markdifferences between classes include peoplersquos ability to meet their basic needs their level ofincome wealth and formal education and their connections with people and institutions thathave influence and power In the current economic structure rich people got their wealth bytaking advantage of people at the bottom and middle of the class structure
Classism Any practices and beliefs that judge and value people according to their social class orthe social class that other people assume they belong to Most workplaces use classist languagethat reflects and reinforces the social hierarchy For example they undervalue the work of sup-port staff and decisions do not include the knowledge and opinions of these workers
Colonialism When a foreign power dominates and exploits an indigenous group by taking theirland and resources and using them as cheap labor in order to make money It also means spe-cific era between the 1700s and 1900s when European countries expanded into the Americasand countries of the global South In Europe people justified these practices using racial doc-trines These ideas about hierarchies of race are still widespread Uncovering and challengingthe ideas and ongoing practices of colonialism are important parts of racial equity work
Culture The collective experience beliefs values knowledge economy and ways of life of agroup of people who share past or current experiences Culture changes constantly it is notstatic Every culture is shaped by the land and spaces people inhabit together Individual andgroup culture can also be shaped by language religion racialization gender experiences ofmigration and immigration social class political affiliation family influences age sexual orien-tation geographic origin ethnicity experiences of discrimination or lack of discrimination andexperiences fighting oppression
Disenfranchised Not having full rights as a citizen or not being able to fully participate as amember of the community
41
Appendices
Dominant Culture The beliefs values and judgments of groups with social power The dominantculture is created and maintained by people in the dominant social group People who do notbelong to the dominant group often believe that these values beliefs and judgments are trueinstead of seeing how they reflect the interests of people in power
Dominant group People whose social identity gives them power and privilege In most parts ofCanada dominant identities are White male English-speaking heterosexual able-bodied Chris-tian affluent and middle class thirty to sixty-five years of age university educated from centralCanada Many people have one or more dominant identities
Equity Peoplersquos rights as individuals or members of a group to an equitable share of theresources and influence in society Equity work analyses and challenges unfair systems andpractices and works towards creating outcomes and access that benefit people equally
Exploitation Taking unfair advantage of a person or a group for onersquos own gain or advantageExploitation can be systematic or individual
First Nations A term that reflects the process some Aboriginal peoples in Canada have used toname themselves The word ldquofirstrdquo recognizes the fact that Aboriginal peoples are the originalinhabitants of what is now called Canada The word ldquonationrdquo stresses the fact that Aboriginalpeoples are political collectives who had their own forms of government before Europeans beganto settle here Many First Nations peoples are fighting to re-establish that sovereigntybull The term also refers to a group of Aboriginal people who were previously called a ldquoBandrdquo by
the Department of Indian Affairsbull ldquoFirst Nationrdquo can also mean a group or several groups of Aboriginal people who have the
same ethno-cultural background
Gender identity Features that are tied to how an individual thinks of themselves as a man or awoman A personrsquos gender identity may not be the same as their biological sex
Gender roles The culturally specific behaviors and appearances constructed by a culture todefine what is expected of women and men The expectations of femininity and masculinity areimposed on individuals according to their biological sex
Harassment Persistent ongoing behavior conveying negative attitudes towards an individual orgroup to make them feel intimidated and humiliated Harassment is an exercise of power Itincludes any action that a person knows or should know is not welcome Harassment includesname-calling jokes slurs graffiti insults threats rudeness and crude gestures verbal or physi-cal abuse Human Rights Codes in most provinces prohibit harassment based on race religionsex ethnicity and the other prohibited grounds for discrimination
Heterosexism All practices that convey the message that heterosexuals are better than otherpeople including the assumption that everyone is or must be heterosexual It operates like otherforms of prejudice and discrimination giving privilege and rights to members of the dominantgroupndashheterosexualsndashand not to gay or lesbian people
42
Appe
ndic
es
Hierarchy A system that gives individuals or groups different positions and power People andgroups with a higher rank have more power resources and value than individuals or groups witha lower rank For example in a patriarchy men are given more value than women
Immigrants People who have arrived and settled in Canada in their lifetime Sometimes peopleuse the word incorrectly to refer to Canadian-born racialized people because they assume thatall racialized people were born elsewhere
Inclusive Making sure that all members of the community are represented or involved in allaspects of the community
Integrated Combining information and values from a variety of people and sources in order toget a fuller result that is more inclusive
Islamaphobia The systemic ways and individual practices of racism that target Arab people andhave particular impact on them Some examples include negative stereotyping of Muslim peopledepicting Islam as essentially violent and fundamentalist assuming that all Arabs are Muslimand all Muslims are Arabs
Landed immigrant Persons with legal status who are permanent residents of Canada ratherthan visitors refugee claimants temporary workers or citizens
Marginalization A process that keeps groups or individual from having access to all or part ofthe resources and activities of the community
Oppression When one social group takes advantage of another social group either knowinglyor unconsciously Oppression gives the dominant group privilege and marginalizes anddisenfranchises the subordinated group The dominant social group can use force or social insti-tutions and resources to achieve oppression After a time individual members of the dominantgroup do not need to do anything and unequal treatment becomes so much a part of the socialinstitutions and structures that it seems normal
People of colour Any person who is not White or Aboriginal This term was first adopted in theUnited States by racialized people who were trying to name themselves with a positive identityrather than as ldquonon-whitesrdquo ldquocolouredrdquo ldquoethnicsrdquo or ldquovisible minoritiesrdquo
Privilege Unearned power that gives members of the dominant group economic social andpolitical advantages Privilege also means rights that everyone should have but that are deniedto some people
Racism Any aspect of Canadian society that openly or subtly makes White people and Whitenessnormal and valuable while making racialized communities invisible or devaluing stereotypingand labeling people of colour as ldquoothersrdquo who are different or inferior
43
Appendices
Individual racism The beliefs attitudes and actions of individuals that support or maintainracism Individual racism can be conscious or unconscious It can be active or passive
Institutional racism The network of structures policies and practices in systems and institutionsthat give White people advantages and that discriminate oppress and disadvantage racializedpeople
RacializationRacialized Racial identities are not fixed categories They are shaped by historynationality gender class and identity politics Racial designations often differ from country tocountry The term racialization or racialized makes explicit the ways in which we are socialized todifferentiate groups of people on the basis of superficial physical characteristics where White isthe norm It emphasizes the active process of categorizing people while at the same time reject-ing ldquoracerdquo as a scientific category
Refugee Persons who have to flee their country because they have a ldquowell-foundedrdquo fear ofpersecution based on race religion nationality political opinion or membership in a particularsocial group
Religious discrimination Any institutional or individual practices that exclude and discriminateagainst a person because of their religion In Canada many workplaces do not provide equitablyfor all religions Recently the Supreme Court has ruled that employers must accommodate em-ployees whose religious observances are not recognized in the Christian-based statutory holidayssuch as Easter and Christmas Religious discrimination is often linked to other forms of discrimi-nation For example Irish Catholics were often marked by their class ethnic origins and lan-guage as well as their Catholicism Racialized Muslims often experience racism mixed withreligious discrimination
Sexism Systemic and individual practices that give men privilege make women subordinate andthat shame values identified with women
Social Location or Social Identity A personrsquos membership in a socially constructed groupThese groups are often identified according to superficial characteristics such as skin colourcountry of origin religious beliefs body form etc
Structural This approach to equity work believes that the thoughts and behaviors of the indi-vidual are created and guided by various social structures such as capitalism andor neo-liberal-ism and are therefore limited The focus for change is raising awareness of the limits and chal-lenging the structures
Systemic racism The conscious or unconscious policies procedures and practices that excludemarginalize and exploit racialized people Systemic racism is supported by institutional powerand by powerful ideas often unexamined ones which make racism look normal and justified Forexample institutions that do not have effective complaints procedures or performance appraisaland promotion processes that use equity competencies make it possible for individuals to beracist
44
Appe
ndic
es
45
Transgender person A person who is not comfortable with or who rejects some or all of thegender identity given to their biological sex This is an umbrella terms used to describe trans-sexuals transvestites or cross-dressers and intersex people
Transsexual Someone who has a very strong feeling that they are living in the wrong sex A maletranssexual needs to live as a woman and a female transsexual needs to live as a man Somebut not all transsexuals have surgery to reassign their sex Some have procedures to partiallyreassign their sex and some use hormone therapy A transsexual can be heterosexual homo-sexual or bisexualWhite Refers to people belonging to the dominant racial group enjoy skin privilege in NorthAmerica Australia New Zealand and anywhere European colonialism has created racial inequityThe term ldquoWhiterdquo is capitalized for different reasons than other racial designations ndash Aboriginaland Black The latter identities are claimed with pride in opposition to the names imposed bydominant White society One of the ways that racism operates is to leave the racial identity ofWhite people unidentified ldquoWhiterdquo is capitalized to interrupt the privilege of having Whitenessgo unnamed
White Supremacy A system based on assumption of the ldquorightness of Whitenessrdquo in whichpolitical economic and social systems result in White people having more privilege and powerthan racialized people
many of the terms in the glossary were adapted with permission from Dancing on Live Embers ChallengingRacism in Organization by Tina Lopes and Barb Thomas Toronto Between the Lines 2006
Appendices
Appendix G Focus Group Findings
The following points are the relevant themes that emerged from the focus groups The groups wereasked to answer the following questions
1 How well has your organization and the various sectors practiced an integrated approach to anti- oppression
bull overall feeling that most are doing pretty good workbull some feel frustrated that the policies etc are not fully put into practice by all staff at an
agencybull feeling that the work is silorsquod and separated ndash working on one oppression at a timebull that the work is framed from a white middle class perspectivebull the work is not happening fast or often enough ndash ie deaf woman services gaps and barriers
2 What are the effective practices in the various areas ie policies programming outreach training org development
bull be committed inventive constantly evolve vigilantbull open to change pushing for changebull inclusion at all levels of an organization working together on committees and groupsbull engage diversity responsive to different needs
3 Where are the challengesbull funding shortages piecemeal and targeted on specific groups onlybull lack of accountability lack of clear policies and proceduresbull lack of inclusivity and diversitybull lack of time to be together communicate etcworkloads of service providersbull silorsquod workbull systemic exclusion internal and societal institutions
4 Visions and suggestions for changebull core guidelines with key values ndash written down and put into practicebull accountability in staff and managementbull commitment from all levelsbull everyone open to challengebull look at themes not populationsbull community drivenbull training and toolsbull fully funded and supported by structures
5 Who would take up the facilitation of changebull not one personbull coalitionsbull community groupsbull all levels of organization including service users
46
Appe
ndic
es
Recommendation(s)
a Conduct a review of existing policies procedures and practices that organizations feel repre-sent their best efforts of an integrative anti-oppressive framework
b Working groups should be created to develop the most effective integrative policies andprograms The groups should include diverse members from different social locations com-munities and be representative of all levels of the organization including service users
c Organizations must support this work by allocating time personnel and resourcesd Organizations must demonstrate commitment to the work by reviewing all policies proce-
dures and programs through the lense of an integrative anti-oppressive frameworke A tool kit should include templates of policies and procedures to simplify the writing of work
done by the committeesworking groupf This work is not static and must be revisited regularly in order to incorporate new informa-
tiong Organizations should offer regular training and workshops on how to put an integrative anti-
oppression framework into practiceh Organizations must hold staff and volunteers accountable to adhering to agency practice by
offering training and supervision including key values in mandate and mission statementsand integrative anti-oppressive practices in personnel and volunteer policies
Focus group participants
The following organizations participated in focus groups in 2005-06 for the Integrative Anti-Oppression Project
Woman Abuse CouncilFCJ Refugee Centre519 Community CentreNelliersquosSpringtidersquos Women with Disabilities ProgramToronto Rape Crisis CentreMulticultural Women Against RapeCentral Neighbourhood HouseAccess Alliance Multicultural Community Health CentreA Commitment to Training and Employment for Women (ACTEW)Arab Community Centre of TorontoAssaulted Womenrsquos HelplineBarbara Schlifer Counselling ClinicBlack Creek Community Health CentreCentral Family IntakeErnestine Womenrsquos ShelterFamily Services AssociationFlemingdon Neighborhood ServicesKorean Canadian Womenrsquos Association
47
Appendices
Macaulay Child Development CentreSt Christopherrsquos HouseSt Joseph Womenrsquos Health CentreSt Michael HospitalStonegate Community Health CentreUrban Alliance on Race RelationsWomenrsquos Counselling Referral and Education CentreYorktown ShelterYWCA
48
Appendix H References
Dancing on Live Embers Challenging Racism in Organizations Tina Lopes and Barb Thomas Be-tween the Lines Toronto 2006
Campbell C (2003) Anti-oppressive social work Promoting equity and Social Justice Editor DrCarolyn Campbell Halifax Nova Scotia Dalhousie UniversityRetrieved Jan 22 2008httpaoswsocialworkdalcawhatisaoswhtml
Roundtable on Anti-Oppression Politics in Anti-Capitalist Movements Edited by Sharmeen Khan ndashparticipants in the roundtable Kirat Kaur Junie Deacutesil Gary KinsmanRetrieved Jan 22 2008httpuppingtheantiorgnode1380
Williams C (2003) ldquoSeeking Cultural Competence What Is It How Do You Develop It and How DoYou Know When Yoursquove Got Itrdquo In WShera (Ed) Emerging Perspectives on Anti-Oppressive Practice(pp 265 - 278) Toronto Canadian Scholarsrsquo Press Inc
- Front Page1-1
- ManualModEN2
- ManualModEN3
- ManualModENCon
-
Appl
ying
Inte
grat
ed A
nti-o
ppre
ssio
n To
Pol
icie
s
What are the gaps in policy and what can we do to make changesThe questions in this section are exploratory to help begin discussions to identify gaps and generateideas for change Use a flipchart with the questions as headers This will allow everyone to contrib-ute and build on the information and ideas
Questions for discussion
1 Does the policy recognize and identify how different people will be affected
2 Is the policy flexible enough to respond to the different lived experience that people have
3 If the policy is not flexible does it say what the organization will do to change this Does theplan for change include timelines
4 Does the policy say how people can give input or feedback about how the policy affectsthem What comments questions and complaints do people have about this policy or thepractices and procedures that this policy has created
5 Does the policy include diverse cultural norms and values What are they
Record your decisions on the form ldquoPolicy gaps and what we can dordquo This form is on page 30 (Ap-pendix A)
19
Applying Integrated Anti-oppression To Policies
Here is how we used this questionnaire to assess our policy about Paid Holidays
Policy gaps and what we can do
20
seYsdeeN
krownoitnettAfoaerA
tnereffidwohyasycilopehtseoDdetceffaeblliwelpoep
X ybstcapmilaitnereffidseifitneditIdnaffatsemittrapgnigdelwonkca
-retsaEetarbelectonodohwesohtsrehtoon
othguoneelbixelfycilopehtsIdeviltnereffidehtotdnopser
evahelpoeptahtsecneirepxe
X ehtotsseccaffatsemittrapsreffOylno-ffoemityadilohnaitsirhCdiap
)sruoh12revo(ffatsemittrapniatrecdeifitnedisrehtoon-
tiseodelbixelftonsiycilopehtfIodlliwnoitazinagroehttahwyas
sihtegnahcot
edulcniegnahcrofnalpehtseoDsenilemit
X
X
oN
oN
elpoepwohyasycilopehtseoDtuobakcabdeefrotupnievignac
mehtstceffaycilopehtwoh
X deticilostonsinoitamrofnioN
esrevidedulcniycilopehtseoDseulavdnasmronlarutluc
yehteratahW
X ssalcfonoitingoceremossierehTotsrekrowemittraprof-seussi
emostifenebyadilohsuoigilerenosierehT
emos-dewollanoitutitsbusecnereffidfonoitingocer
Appl
ying
Inte
grat
ed A
nti-o
ppre
ssio
n To
Pol
icie
s
Step 5 Make recommendations
Once the committee has assessed the policies it must create a report that outlines its recommenda-tions The report should summarize how each policy could be improved To come up with recommen-dations for improving each policy the committee can review comments from the questionnaires
The main question in this step of the process is What would improve this policy so that it inte-grates anti-oppressive practice Use flipchart paper to record ideas This allows committee mem-bers to share information and build upon each otherrsquos ideas
Facilitate the discussionThere will be different perspectives and ideas about what changes will benefit people and how toaccomplish these changes Because of this there is potential for conflict Here are some hints tohelp make sure that this discussion will lead to recommendations that can help your organization
Ask the committee to choose a facilitator for the discussion Their role isto support everyone in being heardto solicit all ideas and perspectivesto make sure that opposing viewpoints or challenges are given and received in afriendly and open mannerto help the committee build consensus andto finalize recommendations
The facilitator should not offer ideas to the discussion Their role is to help make sure all of thecommitteersquos ideas are recorded The organization may choose to hire an outside facilitator for thispart of the discussion
Have the facilitator review the committeersquos Terms of Reference and Conflict Guidelines Remindeveryone that this is ongoing work
Write a reportFor each policy the committee should write a recommendations report
This report has three columns
Write the committeersquos recommendations in the left-hand column The recommendations may rangefrom fairly simple to quite complex They can be one-time actions or multi-staged changes
The committee should leave the two columns on the right empty ndash these will be filled out by deci-sion-makers in the organization They will review the recommendations and decide what to do withthem
noitadnemmoceR elbisnopsersiohW enilemiT
21
Applying Integrated Anti-oppression To Policies
Assessing the recommendationsAs soon as possible the decision-makers in the organization should review the recommendationsand fill out the right-hand columns of the recommendations report The management or Board ofDirectors must decide Who is responsible They must also set a Timeline
The organization is not required to act immediately on all of the committeersquos recommendationsSome recommendations may not be possible or viable in the immediate future and may need longerterm planning
To decide how to implement the recommendations the decision-makers should considerbull how urgent the issue isbull the workloads of the staff involved in changing the policybull the fiscal timingbull what research the organizations needs andbull how much time the organization needs to prepare
For example a policy change that does not involve employment standards or financial supports couldbe implemented fairly quickly A policy change that involves rewriting translating and adaptingpolicies will takes time so it may not be implemented until well after the organization has finishedtaking care of its year-end reporting responsibilities
Once the Board or management has done this work they should give copies of their completedreport to every member of the committee and to all staff volunteers and community members whoare affected by the policy This helps keep the policy process open and helps people feel that thepolicy process is collaborative among everyone in the organization
Use the ldquoReport of recommendationsrdquo chart on page 31 (Appendix A) to record your decisions
22
Appl
ying
Inte
grat
ed A
nti-o
ppre
ssio
n To
Pol
icie
s
Here is a sample report of recommendations
Report of recommendations
23
noitadnemmoceR elbisnopsersiohW enilemiT
diapwollaottnemetatsycilopegnahCsuoigileraevahtahtsyadilohyrotutats
yllacificepsnoitcennoclarutlucroyadirFdooGyaDgnixoByaDsamtsirhC
otyaDsraeYweNdnayadnoMretsaErosuoigilerhtiwdegnahcxeeb
toneratahtsetadtnatropmiyllarutlucsdradnatstnemyolpmeehtnideifitnedi
tca
ehtfoeettimmoCyciloPsrotceriDfodraoBrotceriDevitucexE
shtnom6nihtiW
neewtebeciffoehtesolctonoDdaetsnIsraeYweNdnasamtsirhC
tahtsyadretaolfsaesohtreffoyehtrevenehwekatnacseeyolpme
esoohc
ehtfoeettimmoCyciloPsrotceriDfodraoBrotceriDevitucexE
shtnom6nihtiWtxenehterofeb(
)erusolc
nitnemyolpmefoslevelehtllayfitnedItcartnocsahcusnoitazinagroeht
sruoh12nahtsselemit-trapsrekrowrofseifilauqhcaerehtehwyfitnedIcte
ffoemitdiap
ehtfoeettimmoCyciloPsrotceriDfodraoB
shtnom3nihtiW
hcussmretniatrecfosnoitinifedddAycilopehtotsyadilohyrotutatssa
oiratnOehtotecnereferekaMtahtnoitalugeRsdradnatStnemyolpmE
ycilopsihtstceffa
ehtfoeettimmoCyciloPsrotceriDfodraoB
shtnom3nihtiW
ycilopehtfoypocdrahatuotnirPseiciloprehtohtiwrednibanitituP
siohwenoyreveerehwrednibehtecalPdnatisseccanacycilopehtybdetceffa
tidaer
rotceriDevitucexEsreganaMmargorP
shtnom3nihtiW
emitynanisyadfoegnahcxeedulcnIswonkenoyrevetahtoserudecorpffo
odottahw
rotceriDevitucexEsreganaMmargorP
shtnom6nihtiW
Appendices
Part 3 Appendices
Appendix A Forms
Appendix B Sample Terms of Reference
Appendix C Sample Conflict Resolution Guidelines
Appendix D Sample Decision Making Chart
Appendix E Framework for policy development and review
Appendix F Glossary of Anti-Oppression Terms
Appendix G Focus Group Findings
Appendix H References
24
Appe
ndic
es
Appendix A Forms
bull Plan for policy reviewbull Work planbull How accessible is this policybull How does this policy affect different peoplebull Policy gaps and what we can dobull Report of recommendations
25
Appendices
Plan for policy review
26
etaD aerA weiverotseicilopfotsiL
1raeY
2raeY
3raeY
Appe
ndic
es
Work plan
otsdeentahWneppah
siohWelbisnopser
sksaT eniLemiT
27
Appendices
How accessible is this policy
seYsdeeN
krownoitnettAfosaerA
aniycilopehtsInoitacoleerf-reirrab
nielbaliavaycilopehtsIstamroftnereffid
tuobatnemmocetivniewoDtamrofeht
ninettirwycilopehtsIrofysaesitahtegaugnal
dnatsrednuotstneilctsom
ylisaeebycilopehtnaCrehtootdetalsnart
segaugnal
tiohwyasycilopehtseoDstceffa
siohwyastiseoDrofelbisnopser
tignitnemelpmi
suoiravtcelferycilopehtseoDseulavdnasfeileblarutluc
ehtnissecorpasierehtfIspetsehteraycilop
otelbatpadadnaelbixelfsecnereffidetadommocca
etivniycilopehtseoDkcabdeefevigotelpoep
tahwtuobastnemmocdnasyasti
28
Appe
ndic
es
How does this policy affect different people
snoitseuQ noitnettAfosaerA
neebycilopehtsahwoHdetnemelpmi
evahsecitcarpdnaserudecorptahWdetluser
ycilopsihtmorfstifenebohW
woH
tifenebtonseodohW
woH
otsreirrabehtyfitnediuoynaCeraepyttahWstcapmielbatiuqe
)ctelaicnanifdetalsigel(yeht
dnasnoitseuqstnemmoctahWsihttuobaevahelpoepodstnialpmocserudecorpdnasecitcarpehtroycilop
detaercsahycilopsihttaht
ecivresffatsehtodtahWrosrebmemytinummocsresu
ycilopsihttuobayassreetnulov
29
Appendices
Policy gaps and what we can do
seYsdeeN
krownoitnettAfosaerA
wohyasycilopehtseoDeblliwelpoeptnereffid
detceffa
lliwelpoeptahttimdatiseoDsyawtnereffidnidetceffaeb
hguoneelbixelfycilopehtsItnereffidehtotdnopserot
elpoeptahtsecneirepxedevilevah
elbixelftonsiycilopehtfIehttahwyastiseod
otodlliwnoitazinagrosihtegnahc
egnahcrofnalpehtseoDsenilemitedulcni
wohyasycilopehtseoDrotupnievignacelpoepehtwohtuobakcabdeef
mehtstceffaycilop
edulcniycilopehtseoDdnasmronlarutlucesrevid
seulav
yehteratahW
30
Appe
ndic
es
Report of recommendations
noitadnemmoceR siohWelbisnopser
enilemiT
31
Appendices
Appendix B Sample Terms of Reference ndash Policy Review Committee
PreambleINSERT YOUR ORGANIZATION NAME is committed to applying an integrated anti-oppression frame-work to all undertakings of the organization To that end the organization will ensure that all poli-cies will be regularly reviewed and updated to reflect an integrated anti-oppression perspective
MandateThe mandate of the Policy Review Committee is to review the policies listed below with the objectiveof providing the organization with feedback and recommendations as to how the policies can betterreflect an integrated anti-oppression analysis The committee may also recommend the deletion oraddition of policies in this process
Type of Committee
The Policy Review Committee is a short term project based committee composed of communitymembers from the service area of YOUR ORGANIZATION NAME and frontline staff managementvolunteers Board and people who have accessed our service
Composition
Members should self-identify in one or more of the following waysbull racialized or aboriginalbull people who have little or no decision making power in the organization including service usersbull members of a marginalized groupbull representative of the demographic of organizationrsquos community
Timeline
The committee will complete the said work in a period of not longer than INSERT DATE HERE (3months from the start date of the review)
Deliverables Recommendations Report
Scope
Committee members shall have access to the policies of the organization mission statement by-laws salary grids collective agreements board meeting minutes complaints received strategicplan and all other relevant documents with the exception of the followingbull personnel filesbull in-camera Board meeting minutesbull client filesbull private legal material
32
Appe
ndic
es
Appendix C Sample Conflict Resolution Guidelines ndash Policy ReviewCommittee
PrinciplesIt is in places of conflict that the potential for change exists Conflicting ideas beliefs and valueswill ensure a rich dialogue and essential learning opportunities for everyone Committee membersare charged with reminding themselves that the committee exists in the service of the organizationwith the ultimate goal of better serving the community Each person on the committee has theresponsibility to deal directly with each other and commit to engaging with each other as allies inthis work
The organization will endeavor to assemble the relevant material that will be useful in meeting theobjectives of the committee prior to the beginning of the project and will ensure that any relevantmaterials will be delivered to the committee as quickly as possible
The decisions and recommendations of the committee do not bind the organization into action TheBoard of Directors andor Executive Director of the organization will review the recommendations ofthe committee and ultimately decide what can be instituted
Budget and Additional Resources
The Policy Review Committee has a budget of $$$$$ The budget will cover the committee costs- member expenses childcare travel long distance calls honorarium- meeting expenses accessible meeting room refreshments conference calls- accessibility expenses ASL interpretation note taking attendant care- supplies photocopying office supplies
Staff resource- maintain minutes and discussion notes for the committee- retrieve documents that the committee requires- assist in organizing meetings and refreshments for meetings
Meetings
Meetings will be held at an accessible meeting space ndash onsite at the organization if possible
The committee is responsible to elect co-chairpersons during the first committee meetingThe responsibilities of the co-chairs in consultation with the whole committee are tobull organize meetingsbull develop the agendabull organize committee communicationbull keep committee members on taskbull organize the completion of the final reportbull maintain communication with the organization including updates requests concerns etc
33
Appendices
34
Remember that resolving conflict does not necessarily mean that a person will change their view-point or opinion A resolution of conflict implies that each party has had the opportunity to sharetheir perspective be heard have opportunity for discussion and then have closure
How we deal with our colleagues when we have a different opinion or viewpoint can either open usup to new learning or shut us down The following are some key points to keep in mind
i Recognize that conflict is a healthy part of communication if all parties understand theirresponsibilities in the process
ii Parties should approach the process with the idea of creating a learning environmentiii Parties should be prepared to listen to each other ndash that is really listen without interrupt-
ing or preparing your argument in your headiv If you are challenging a statement made by another person ndash it is important to state
concisely where you believe the problem lies and if it furthers the learning moment tostate the impact on yourself
v Do not belabor the point or make comments about the otherrsquos motivation for the state-ment (ie They are ignorant bigoted etc)
vi The person who has been challenged should take away the information to think aboutwhere their learning lies ndash the statement back to the challenger should include how youwill approach the information that was shared with you from the other person
vii If you do not agree with the challengerrsquos view ndash further dialogue may be necessaryviii State your own view and where you believe the problem liesix Each person is responsible to think critically about the otherrsquos view with a goal of finding
common ground andor compromise andor the decision to agree to disagree ndash which isallowing space for differing points of view
x It is important that both parties do not disengage from the process by complaining orexpressing dissatisfaction about the other person to other people ndash that kind of behaviorlowers the integrity of the process and the party who engages in it
xi Try to understand each otherrsquos perspective without judging the person or making assump-tions about each other
Co-chairs responsibilitiesbull reminding members of the guidelines of conflict resolutionbull arranging time in the agenda to address conflict in the groupbull mediating conversations between the parties in conflictbull negotiating resolutionbull If the conflict is in regards to making a decision The co-chairs should refer to the decision
making guidelines
The guidelines presented above should not be used in situation of discrimination and abuse Inthose situations the committee should follow the procedures in the organizations anti-discriminationor anti-harassment policies
Appe
ndic
es
35
snoitpO snosaeRstifeneBrof
snosaeRsmelborPtsniagA
puorGnoisiceD
rofsnosaeRnoisiceD
Appendix D Sample Decision Making Chart ndash Policy Review Committee
Appendices
36
App
endi
x E
Fra
mew
ork
for p
olic
y re
view
and
dev
elop
men
t
We
deve
lope
d th
is fr
amew
ork
duri
ng th
e fir
st p
hase
of t
his
proj
ect
Its
purp
ose
is to
hel
p or
gani
zatio
ns u
se a
n in
tegr
ated
ant
i-opp
ress
ion
fram
ewor
k ap
proa
ch w
hen
revi
ewin
g an
d de
velo
ping
pol
icie
s
NOITSE
UQ
EG
NELLAH
CES
NOPSE
R
esoprupeht
sitah
Wrodna
ycilopsiht
foerudecorp
erusneotyrassecen
siycilop
aneh
wwonk
ottluciffid
ebn ac
tIruoy
tahterusne
otdna
seicilopyna
moot
gnitaercton
erauoy
ehtgniyfitnedI
stnemetats
gnitcilfnocgnika
mton
e raseicilop
edivorpsalle
wsa
sllaftipeseht
diovapleh
nacesoprup
otyrassecen
eblliw
serudecorptah
wdna
wohot
sanoi tcerid
esoprupeht
teem
bull bull bull bull
ycilopeht
rofelanoitar
ehtedivorP
tnetniytiuqe
ehtyfitnedi
ylraelCseitilibisnopser
evitalsigelyfitnedI
)s(ycilopetairporppa
ehtot
serudecorpkniL
tifycilop
ehtseo
Dycnega
ehtnihti
wnoissi
metad nam
rodnatne
metatsseulav
fotne
metatssfeileb
dna
woH
dnaetadna
mrieht
eniltuotaht
stnemetats
evahseicnega
ynaM
roFetadna
meht
teemlli
wyeht
wohtuoba
sfeilebrieht
elpmaxe
nasi
nemo
wllatsniaga
ecneloivlladne
otelpmaxe
er usneneht
tsum
wolloftaht
seiciloPtne
metatsnoissi
ma
fotsniaga
ecneloivgnitauteprep
tonsi
noitazinagroeht
tahtnoisserppo
ronoisulcxe
fomrof
ehtni
nemo
w
bull bull bull bull bull
fotne
metatsstnemucod
tnavelerllaweiveR
ctetnemetats
noissimetadna
msfeilebeht
stroppusycilop
ehtfi
enimrete
Detadna
mnoissim
seitiugibma
ehtyfitnedI
seulaveht
htiw
st sartnocycilop
ehtfi
enimrete
Dnoitazinagro
ehtfo
ycilopeht
oteka
mnac
uoysegnahc
ehtyfitnedI
tievorp
miot
tifyc ilop
ehtseo
Deht
htiw
snoitazinagronoitisoplacitilop
wo
H
tahtnoitisop
nasitrapa
naem
tonseod
noitisoplacitilopA
ynamrehtaR
ytraplacitilopralucitrap
astroppus
seussiralucitrap
nosnoitisopdepoleved
evahsnoitazinagro
noitazinagrotsini
mefa
ebya
mnoitazinagro
ruoyelp
maxeroF
dluow
serudecorpdna
seicilopruoy
noitazinagrotsini
mefa
sAytiuqe
yapeikro
wemarf
ytilauqesna
mow
awollof
ctestifenebrevigeracyli
mafdednapxe
bull bull
snoitisoplanoitazinagroeht
ssucsiddna
yfitnedItub
nettirwnu
erataht
seussilaicosgnidrager
esohtfo
emoS
noitazinagroruoy
nihtiw
tsixeyap
msireetnulovsvrobal
diapedulcniya
mcteseussi
htlaehlatnemytiuqe
-tne
metatsfeileb
aot
snoitisopetairporppa
ddAtsixe
tonseod
enofi
enoetaerc
ro
Appe
ndic
es
37
NOITSE
UQ
EG
NELLAH
CES
NOPSE
R
teem
ycilopeht
seoD
sdradnatsmu
minim
noitalsigelrobal
fosthgir
namuh
ycavirpnoitalsigelrednufnoit alsigel
dnastne
meergalautcartnoc
rehtostne
meerga
mehtdeecxe
tiseo
D
lautcartnocdna
evitalsigeltee
mylraelc
dluohsseiciloP
nettirw
si)noitalsigel
ytiuqeneve(
noitalsigeLseitilibisnopser
ehtno
desabsi
tahtkro
wemarf
erutluctnani
moda
morfeht
tcetorpot
keesyehT
spuorgsuonego
mohfo
noitpmussa
elpoepfo
sthgireht
ecnavdatonelpoep
dezilanigram
fosthgir
dnoyebog
dluohsseicilopkro
wemarflanoitcesretni
naylppa
oTsdradnatsla
minim
bull bull bull bull
snoitazinagroeht
dnatsrednudna
weiveR
waleht
rednuseitilibisnopser
seitilibisnopserdnatsrednu
dnastcartnoc
weiveRstcartnoc
fos
mreteht
rednullaf
snoitatcepxemu
minim
ehtereh
wyfitnedI
sseccaot
tnemevorp
midna
tnemecnavda
fot rohs
ytiuqedna
lauqetroppus
nacnoitazinagro
ruoysya
wyfitnedI
ytinutroppo
sihtseod
woH
erudecorpycilopeht
tc apmi
snoitazinagrotegdub
fI
mehttne
melpmi
ottcap
miyrategdub
evahod
seicilopyna
Mot
elbissopmi
emoceblli
wycilop
ehtdezingocer
tonsi
sihttub
ycilopdab
asi
tiesuaceb
ton-
dedracsideb
dnawollof
rofdetnuocca
tonere
wnoitatne
melpmi
fostsoc
ehtesuaceb
bull bull bull bull
htiw
detaicossastsoc
ehtllayfitnedI
ycilopeht
fonoitatne
melpmi
ralugerfo
trapera
stsoceht
erehw
yfitnedIedulcni
dluow
reganam
foyralaSei
-ssenisub
noisivrepusffats
stsoclanoitiddayfitne dI
ylgnidroccategduB
otelbisnopser
sioh
Wsi
ycilopsiht
erusnedna
dootsrednudecrofne
elbisnopsersi
ohw
etatsylraelc
tsum
serudecorpdna
seiciloPhcaEssenevitceffe
gnitaulavedna
gnirotinomtuo
gniyrracrof
detatsylraelc
e bdluohs
elorsnosrep
bull bull
diapnudna
diapfo
selorsuoirav
ehtyfitnedI
noitazinagroeht
fosreb
mem
ehttuo
yrraclliw
ohw
srebme
meht
yfitnedIsreb
mem
ehtetaulave
dnaesivrepusserudecorp
ycilopeht
etaulavedna
weiveretaerc
Appendices
38
NOIT
SE
UQ
EG
NELL
AH
CE
SN
OP
SE
R
eht
sita
hW
rof
msina
hcem
lacitirctnial
pm
ockca
bdeef
tegtaht
stnemucod
gnivileb
dluohsserudecorp
dnaseiciloP
ottnatrop
misi
tieroferehT
sevorpmi
gninraelruo
saretteb
rokcabdeef
edivorpnac
detceffaesoht
wohetats
yl raelcro
elbaeganamnu
evitceffenievorp
yehtneh
wfinialp
mocevisserppo
bull bull bull
seifitnediylraelc
tahtycilop
stnialpmoc
aetaer
Csreb
mem
diapnudna
diaprof
ssecorpeht
srebme
mytinu
mmoc
dnastneilcsresu
ecivrestI
elbisseccas i
ssecorpstnialp
moceht
erusnEyllacisyhp
nacsklof
erehw
decalpeb
dluohselbissecca
tnereffidni
dereffodna
tissecca
nialpraelc
ninettir
web
osladluohs
tIsta
mrofelpoep
ybdessecca
ebnac
titaht
osegaugnal
slevelycaretil
suoir avhti
wycilop
ehtrof
kcabdeefrof
ssecorpeht
yfitnedI
weiver
eb
ycilo
pe
htlli
ww
oH
otdetaci
nu
mm
oce
blli
wo
hw
eso
ht ti
yb
detceffa
ehtyb
detceffeesoht
llaot
tnediveeb
dluohscorpseiciloP
tnatropmi
sinoitacinu
mmoc
fonalp
agnitaer
Cse
moctuobull bull bull bull bull bull
elbisnopsereb
lliw
ohw
elpoepeht
folla
yfitnedIeb
lliw
ohw
esohtdna
noitatnemelp
mirof
noitatnem elp
mieht
ybdetcap
misdnik
tnereffideht
sseccafo
stniopeht
yfitnedIyrassecen
sseccafo
sepytdna
noitatnemelp
mirof
elbisnopseresoht
llaerusnE
seitilibisnopserrieht
tuobaraelc
eraot
ycilopetacinu
mmoc
otnalp
ehtyfitnedI
s rebme
mytinu
mmoc
dnastneilcsresu
ecivresrehto
dnaegaugnal
ycaretilsserdd
Aseussi
ytilibisseccaseussi
eseh tsserdda
otnalp
aetaer
C
Appe
ndic
es
39
NOITSE
UQ
EG
NELLAH
CES
NOPSE
R
weivereht
sitah
Weludehcs
ehtodlli
woh
W
weiver
deweiver
ebdluohs
stnemucod
gnivilsa
serudecorpdna
seiciloPdluohs
ssecorpehT
tnemevorp
mirof
yltnetsisnocdna
ylralugernI
kcabdeefrof
ytinutroppoedivorp
otsa
oseludehcs
aedulcni
dnaseicilop
ehtyb
detceffaesohtlla
morftupni
tegot
redrotahtnesohc
rodetov
ebdluohs
sreweiver
fomaet
aserudecorp
sevitcepsrepfo
esabdaorb
atneserper
bull bull bull
roylraey-
seicilopfo
weiverrof
enile
mita
teSylraey-ib
ebdluohs
tahtspuorg
redlohekatseht
yfitnedIytisrevid
otnoitnetta
htiw
weivereht
nidevlovni
dnassenevitceffe
ehtssessa
otsloot
edivorPycilop
hcaefo
ytiuqe
ycilopsiht
seoD
egnellahclahcrairtap
laicosevisserppo
wo
Hs
mron
gnignellahcflesti
nisi
krowe
marfdetargetni
nagniylppA
neebevah
sufo
ynam
sareve
woHs
mronerutluc
tnanimod
morftrats
dluohse
wsdradnats
naciremA
htroN
ybdenoitidnoc
nide
marfeblli
wserudecorp
dnaseicilop
ruotaht
esimerp
ehtksa
otevah
ew
eroferehTsfeileb
dnaseulav
erutluctnani
modgnidlohpu
tonera
ew
erusnetaht
snoitseuqfo
seiresa
sevle sruonoisserppo
fos
metsysdehcnertne
bull bull bull bull bull bull bull
noisserppodna
yhcrairtapfo
seussieht
yfitnedIycilop
hcaeni
tnerehninihti
wseussi
esehtegnellahc
otwoh
ezigetartSnoitazinagro
ruoygnika
mnoisiced
ehtni
ycnerapsnarteht
weiveRsessecorp
seodtah
Weisevlesruoyrof
snoitseuqetaerC
noitazinagroruo
niekil
koolre
wopycilop
ehtmorf
stifeneboh
wyfitnedI
revore
wopa
dlohpuseicilop
hcihw
enimrete
Dkro
wemarf
emit-lluf
derihsteg
ohWei
-snoitseuq
ksAsi
erehW
denimreted
sihtsi
woH
emit-trap
senimreted
ohW
tegdubeht
nitneps
yenom
seitiroirp
Appendices
40
NOITSE
UQ
EG
NELLAH
CES
NOPSE
R
ehteblli
wtah
Wno
tcapmilaitnereffid
spuorgdezilanigra
m
dnatsrednuot
tnatropmi
sitI
emas
ehtnae
mton
seodlauqEyfitnedi
otspuorg
tnereffidno
seicilopfo
stcapmi
suoiraveht
foytilibissecca
troppusot
wohdna
eilsreirrab
ehtereh
wspuorg
suoiravrof
secivresdna
tnemyolp
me
bull bull bull bull
fos
mitcivera
ohw
elpoepfo
spuorgyfitnedI
noisserppoci
metsysspuorg
suoiravno
stcapmi
ehtyfitnedI
dnaytiuqe
ecnavdataht
stcapmi
hsiugnitsiD
tonod
tahtesoht
sseccaot
sreirrabegnahc
otsya
wezigetartS
ycilopehtlli
wwo
Hnoisserppo
egnellahcnoisserppo
cimetsys
rofseicilop
weiveR bullmsicar
bullaibohpo
mohmsixesoreteh
bullmsielba
bullmsiega
bullmsixes
bullmsirtneconhte
bullmsissalc
bullmsiti
mes-itnabull
msibarA-itnabull
noitanimircsid
suoigilerbull
msilainoloc
bull bull bull
tsrifnretse
wa
sahycilop
ehtfi
enimrete
D
weivdlro
wtuoba
noitpmussa
narof
ycilopeht
ssessAnoitautis
cimonoce-oicos
dnaegaugnalytilibafo
secnereferrof
egaugnaleht
weiveRsnoitp
mussasuoigilernoitazinoloc
Appe
ndic
es
Appendix F Glossary of Anti-Oppression Terms
Ableism Prejudice and discrimination against people living with mental emotional and physicaldisabilities or differences People living with disabilities experience this discrimination segrega-tion and isolation because of peoplersquos prejudices and institutional barriers not because of thedisability or difference itself Deaf Deafened and Hard of hearing people historically have experi-enced systemic ableist oppression as well
Anti-Semitism Discrimination or violence against Jews Judaism and the cultural intellectualand religious heritage of Jewish people The word Semite literally refers to ldquoany of the peoplessupposed to be descended from Shem son of Noah especially the Jews Arabs Assyrians andPhoeniciansrdquo However Anti-Semitism is mostly used to refer to prejudice discrimination andviolence directed at Jews
Class Economic and social groups People in the higher classes make decisions about theeconomy while other people work for wages or are kept out of the economy The things that markdifferences between classes include peoplersquos ability to meet their basic needs their level ofincome wealth and formal education and their connections with people and institutions thathave influence and power In the current economic structure rich people got their wealth bytaking advantage of people at the bottom and middle of the class structure
Classism Any practices and beliefs that judge and value people according to their social class orthe social class that other people assume they belong to Most workplaces use classist languagethat reflects and reinforces the social hierarchy For example they undervalue the work of sup-port staff and decisions do not include the knowledge and opinions of these workers
Colonialism When a foreign power dominates and exploits an indigenous group by taking theirland and resources and using them as cheap labor in order to make money It also means spe-cific era between the 1700s and 1900s when European countries expanded into the Americasand countries of the global South In Europe people justified these practices using racial doc-trines These ideas about hierarchies of race are still widespread Uncovering and challengingthe ideas and ongoing practices of colonialism are important parts of racial equity work
Culture The collective experience beliefs values knowledge economy and ways of life of agroup of people who share past or current experiences Culture changes constantly it is notstatic Every culture is shaped by the land and spaces people inhabit together Individual andgroup culture can also be shaped by language religion racialization gender experiences ofmigration and immigration social class political affiliation family influences age sexual orien-tation geographic origin ethnicity experiences of discrimination or lack of discrimination andexperiences fighting oppression
Disenfranchised Not having full rights as a citizen or not being able to fully participate as amember of the community
41
Appendices
Dominant Culture The beliefs values and judgments of groups with social power The dominantculture is created and maintained by people in the dominant social group People who do notbelong to the dominant group often believe that these values beliefs and judgments are trueinstead of seeing how they reflect the interests of people in power
Dominant group People whose social identity gives them power and privilege In most parts ofCanada dominant identities are White male English-speaking heterosexual able-bodied Chris-tian affluent and middle class thirty to sixty-five years of age university educated from centralCanada Many people have one or more dominant identities
Equity Peoplersquos rights as individuals or members of a group to an equitable share of theresources and influence in society Equity work analyses and challenges unfair systems andpractices and works towards creating outcomes and access that benefit people equally
Exploitation Taking unfair advantage of a person or a group for onersquos own gain or advantageExploitation can be systematic or individual
First Nations A term that reflects the process some Aboriginal peoples in Canada have used toname themselves The word ldquofirstrdquo recognizes the fact that Aboriginal peoples are the originalinhabitants of what is now called Canada The word ldquonationrdquo stresses the fact that Aboriginalpeoples are political collectives who had their own forms of government before Europeans beganto settle here Many First Nations peoples are fighting to re-establish that sovereigntybull The term also refers to a group of Aboriginal people who were previously called a ldquoBandrdquo by
the Department of Indian Affairsbull ldquoFirst Nationrdquo can also mean a group or several groups of Aboriginal people who have the
same ethno-cultural background
Gender identity Features that are tied to how an individual thinks of themselves as a man or awoman A personrsquos gender identity may not be the same as their biological sex
Gender roles The culturally specific behaviors and appearances constructed by a culture todefine what is expected of women and men The expectations of femininity and masculinity areimposed on individuals according to their biological sex
Harassment Persistent ongoing behavior conveying negative attitudes towards an individual orgroup to make them feel intimidated and humiliated Harassment is an exercise of power Itincludes any action that a person knows or should know is not welcome Harassment includesname-calling jokes slurs graffiti insults threats rudeness and crude gestures verbal or physi-cal abuse Human Rights Codes in most provinces prohibit harassment based on race religionsex ethnicity and the other prohibited grounds for discrimination
Heterosexism All practices that convey the message that heterosexuals are better than otherpeople including the assumption that everyone is or must be heterosexual It operates like otherforms of prejudice and discrimination giving privilege and rights to members of the dominantgroupndashheterosexualsndashand not to gay or lesbian people
42
Appe
ndic
es
Hierarchy A system that gives individuals or groups different positions and power People andgroups with a higher rank have more power resources and value than individuals or groups witha lower rank For example in a patriarchy men are given more value than women
Immigrants People who have arrived and settled in Canada in their lifetime Sometimes peopleuse the word incorrectly to refer to Canadian-born racialized people because they assume thatall racialized people were born elsewhere
Inclusive Making sure that all members of the community are represented or involved in allaspects of the community
Integrated Combining information and values from a variety of people and sources in order toget a fuller result that is more inclusive
Islamaphobia The systemic ways and individual practices of racism that target Arab people andhave particular impact on them Some examples include negative stereotyping of Muslim peopledepicting Islam as essentially violent and fundamentalist assuming that all Arabs are Muslimand all Muslims are Arabs
Landed immigrant Persons with legal status who are permanent residents of Canada ratherthan visitors refugee claimants temporary workers or citizens
Marginalization A process that keeps groups or individual from having access to all or part ofthe resources and activities of the community
Oppression When one social group takes advantage of another social group either knowinglyor unconsciously Oppression gives the dominant group privilege and marginalizes anddisenfranchises the subordinated group The dominant social group can use force or social insti-tutions and resources to achieve oppression After a time individual members of the dominantgroup do not need to do anything and unequal treatment becomes so much a part of the socialinstitutions and structures that it seems normal
People of colour Any person who is not White or Aboriginal This term was first adopted in theUnited States by racialized people who were trying to name themselves with a positive identityrather than as ldquonon-whitesrdquo ldquocolouredrdquo ldquoethnicsrdquo or ldquovisible minoritiesrdquo
Privilege Unearned power that gives members of the dominant group economic social andpolitical advantages Privilege also means rights that everyone should have but that are deniedto some people
Racism Any aspect of Canadian society that openly or subtly makes White people and Whitenessnormal and valuable while making racialized communities invisible or devaluing stereotypingand labeling people of colour as ldquoothersrdquo who are different or inferior
43
Appendices
Individual racism The beliefs attitudes and actions of individuals that support or maintainracism Individual racism can be conscious or unconscious It can be active or passive
Institutional racism The network of structures policies and practices in systems and institutionsthat give White people advantages and that discriminate oppress and disadvantage racializedpeople
RacializationRacialized Racial identities are not fixed categories They are shaped by historynationality gender class and identity politics Racial designations often differ from country tocountry The term racialization or racialized makes explicit the ways in which we are socialized todifferentiate groups of people on the basis of superficial physical characteristics where White isthe norm It emphasizes the active process of categorizing people while at the same time reject-ing ldquoracerdquo as a scientific category
Refugee Persons who have to flee their country because they have a ldquowell-foundedrdquo fear ofpersecution based on race religion nationality political opinion or membership in a particularsocial group
Religious discrimination Any institutional or individual practices that exclude and discriminateagainst a person because of their religion In Canada many workplaces do not provide equitablyfor all religions Recently the Supreme Court has ruled that employers must accommodate em-ployees whose religious observances are not recognized in the Christian-based statutory holidayssuch as Easter and Christmas Religious discrimination is often linked to other forms of discrimi-nation For example Irish Catholics were often marked by their class ethnic origins and lan-guage as well as their Catholicism Racialized Muslims often experience racism mixed withreligious discrimination
Sexism Systemic and individual practices that give men privilege make women subordinate andthat shame values identified with women
Social Location or Social Identity A personrsquos membership in a socially constructed groupThese groups are often identified according to superficial characteristics such as skin colourcountry of origin religious beliefs body form etc
Structural This approach to equity work believes that the thoughts and behaviors of the indi-vidual are created and guided by various social structures such as capitalism andor neo-liberal-ism and are therefore limited The focus for change is raising awareness of the limits and chal-lenging the structures
Systemic racism The conscious or unconscious policies procedures and practices that excludemarginalize and exploit racialized people Systemic racism is supported by institutional powerand by powerful ideas often unexamined ones which make racism look normal and justified Forexample institutions that do not have effective complaints procedures or performance appraisaland promotion processes that use equity competencies make it possible for individuals to beracist
44
Appe
ndic
es
45
Transgender person A person who is not comfortable with or who rejects some or all of thegender identity given to their biological sex This is an umbrella terms used to describe trans-sexuals transvestites or cross-dressers and intersex people
Transsexual Someone who has a very strong feeling that they are living in the wrong sex A maletranssexual needs to live as a woman and a female transsexual needs to live as a man Somebut not all transsexuals have surgery to reassign their sex Some have procedures to partiallyreassign their sex and some use hormone therapy A transsexual can be heterosexual homo-sexual or bisexualWhite Refers to people belonging to the dominant racial group enjoy skin privilege in NorthAmerica Australia New Zealand and anywhere European colonialism has created racial inequityThe term ldquoWhiterdquo is capitalized for different reasons than other racial designations ndash Aboriginaland Black The latter identities are claimed with pride in opposition to the names imposed bydominant White society One of the ways that racism operates is to leave the racial identity ofWhite people unidentified ldquoWhiterdquo is capitalized to interrupt the privilege of having Whitenessgo unnamed
White Supremacy A system based on assumption of the ldquorightness of Whitenessrdquo in whichpolitical economic and social systems result in White people having more privilege and powerthan racialized people
many of the terms in the glossary were adapted with permission from Dancing on Live Embers ChallengingRacism in Organization by Tina Lopes and Barb Thomas Toronto Between the Lines 2006
Appendices
Appendix G Focus Group Findings
The following points are the relevant themes that emerged from the focus groups The groups wereasked to answer the following questions
1 How well has your organization and the various sectors practiced an integrated approach to anti- oppression
bull overall feeling that most are doing pretty good workbull some feel frustrated that the policies etc are not fully put into practice by all staff at an
agencybull feeling that the work is silorsquod and separated ndash working on one oppression at a timebull that the work is framed from a white middle class perspectivebull the work is not happening fast or often enough ndash ie deaf woman services gaps and barriers
2 What are the effective practices in the various areas ie policies programming outreach training org development
bull be committed inventive constantly evolve vigilantbull open to change pushing for changebull inclusion at all levels of an organization working together on committees and groupsbull engage diversity responsive to different needs
3 Where are the challengesbull funding shortages piecemeal and targeted on specific groups onlybull lack of accountability lack of clear policies and proceduresbull lack of inclusivity and diversitybull lack of time to be together communicate etcworkloads of service providersbull silorsquod workbull systemic exclusion internal and societal institutions
4 Visions and suggestions for changebull core guidelines with key values ndash written down and put into practicebull accountability in staff and managementbull commitment from all levelsbull everyone open to challengebull look at themes not populationsbull community drivenbull training and toolsbull fully funded and supported by structures
5 Who would take up the facilitation of changebull not one personbull coalitionsbull community groupsbull all levels of organization including service users
46
Appe
ndic
es
Recommendation(s)
a Conduct a review of existing policies procedures and practices that organizations feel repre-sent their best efforts of an integrative anti-oppressive framework
b Working groups should be created to develop the most effective integrative policies andprograms The groups should include diverse members from different social locations com-munities and be representative of all levels of the organization including service users
c Organizations must support this work by allocating time personnel and resourcesd Organizations must demonstrate commitment to the work by reviewing all policies proce-
dures and programs through the lense of an integrative anti-oppressive frameworke A tool kit should include templates of policies and procedures to simplify the writing of work
done by the committeesworking groupf This work is not static and must be revisited regularly in order to incorporate new informa-
tiong Organizations should offer regular training and workshops on how to put an integrative anti-
oppression framework into practiceh Organizations must hold staff and volunteers accountable to adhering to agency practice by
offering training and supervision including key values in mandate and mission statementsand integrative anti-oppressive practices in personnel and volunteer policies
Focus group participants
The following organizations participated in focus groups in 2005-06 for the Integrative Anti-Oppression Project
Woman Abuse CouncilFCJ Refugee Centre519 Community CentreNelliersquosSpringtidersquos Women with Disabilities ProgramToronto Rape Crisis CentreMulticultural Women Against RapeCentral Neighbourhood HouseAccess Alliance Multicultural Community Health CentreA Commitment to Training and Employment for Women (ACTEW)Arab Community Centre of TorontoAssaulted Womenrsquos HelplineBarbara Schlifer Counselling ClinicBlack Creek Community Health CentreCentral Family IntakeErnestine Womenrsquos ShelterFamily Services AssociationFlemingdon Neighborhood ServicesKorean Canadian Womenrsquos Association
47
Appendices
Macaulay Child Development CentreSt Christopherrsquos HouseSt Joseph Womenrsquos Health CentreSt Michael HospitalStonegate Community Health CentreUrban Alliance on Race RelationsWomenrsquos Counselling Referral and Education CentreYorktown ShelterYWCA
48
Appendix H References
Dancing on Live Embers Challenging Racism in Organizations Tina Lopes and Barb Thomas Be-tween the Lines Toronto 2006
Campbell C (2003) Anti-oppressive social work Promoting equity and Social Justice Editor DrCarolyn Campbell Halifax Nova Scotia Dalhousie UniversityRetrieved Jan 22 2008httpaoswsocialworkdalcawhatisaoswhtml
Roundtable on Anti-Oppression Politics in Anti-Capitalist Movements Edited by Sharmeen Khan ndashparticipants in the roundtable Kirat Kaur Junie Deacutesil Gary KinsmanRetrieved Jan 22 2008httpuppingtheantiorgnode1380
Williams C (2003) ldquoSeeking Cultural Competence What Is It How Do You Develop It and How DoYou Know When Yoursquove Got Itrdquo In WShera (Ed) Emerging Perspectives on Anti-Oppressive Practice(pp 265 - 278) Toronto Canadian Scholarsrsquo Press Inc
- Front Page1-1
- ManualModEN2
- ManualModEN3
- ManualModENCon
-
Applying Integrated Anti-oppression To Policies
Here is how we used this questionnaire to assess our policy about Paid Holidays
Policy gaps and what we can do
20
seYsdeeN
krownoitnettAfoaerA
tnereffidwohyasycilopehtseoDdetceffaeblliwelpoep
X ybstcapmilaitnereffidseifitneditIdnaffatsemittrapgnigdelwonkca
-retsaEetarbelectonodohwesohtsrehtoon
othguoneelbixelfycilopehtsIdeviltnereffidehtotdnopser
evahelpoeptahtsecneirepxe
X ehtotsseccaffatsemittrapsreffOylno-ffoemityadilohnaitsirhCdiap
)sruoh12revo(ffatsemittrapniatrecdeifitnedisrehtoon-
tiseodelbixelftonsiycilopehtfIodlliwnoitazinagroehttahwyas
sihtegnahcot
edulcniegnahcrofnalpehtseoDsenilemit
X
X
oN
oN
elpoepwohyasycilopehtseoDtuobakcabdeefrotupnievignac
mehtstceffaycilopehtwoh
X deticilostonsinoitamrofnioN
esrevidedulcniycilopehtseoDseulavdnasmronlarutluc
yehteratahW
X ssalcfonoitingoceremossierehTotsrekrowemittraprof-seussi
emostifenebyadilohsuoigilerenosierehT
emos-dewollanoitutitsbusecnereffidfonoitingocer
Appl
ying
Inte
grat
ed A
nti-o
ppre
ssio
n To
Pol
icie
s
Step 5 Make recommendations
Once the committee has assessed the policies it must create a report that outlines its recommenda-tions The report should summarize how each policy could be improved To come up with recommen-dations for improving each policy the committee can review comments from the questionnaires
The main question in this step of the process is What would improve this policy so that it inte-grates anti-oppressive practice Use flipchart paper to record ideas This allows committee mem-bers to share information and build upon each otherrsquos ideas
Facilitate the discussionThere will be different perspectives and ideas about what changes will benefit people and how toaccomplish these changes Because of this there is potential for conflict Here are some hints tohelp make sure that this discussion will lead to recommendations that can help your organization
Ask the committee to choose a facilitator for the discussion Their role isto support everyone in being heardto solicit all ideas and perspectivesto make sure that opposing viewpoints or challenges are given and received in afriendly and open mannerto help the committee build consensus andto finalize recommendations
The facilitator should not offer ideas to the discussion Their role is to help make sure all of thecommitteersquos ideas are recorded The organization may choose to hire an outside facilitator for thispart of the discussion
Have the facilitator review the committeersquos Terms of Reference and Conflict Guidelines Remindeveryone that this is ongoing work
Write a reportFor each policy the committee should write a recommendations report
This report has three columns
Write the committeersquos recommendations in the left-hand column The recommendations may rangefrom fairly simple to quite complex They can be one-time actions or multi-staged changes
The committee should leave the two columns on the right empty ndash these will be filled out by deci-sion-makers in the organization They will review the recommendations and decide what to do withthem
noitadnemmoceR elbisnopsersiohW enilemiT
21
Applying Integrated Anti-oppression To Policies
Assessing the recommendationsAs soon as possible the decision-makers in the organization should review the recommendationsand fill out the right-hand columns of the recommendations report The management or Board ofDirectors must decide Who is responsible They must also set a Timeline
The organization is not required to act immediately on all of the committeersquos recommendationsSome recommendations may not be possible or viable in the immediate future and may need longerterm planning
To decide how to implement the recommendations the decision-makers should considerbull how urgent the issue isbull the workloads of the staff involved in changing the policybull the fiscal timingbull what research the organizations needs andbull how much time the organization needs to prepare
For example a policy change that does not involve employment standards or financial supports couldbe implemented fairly quickly A policy change that involves rewriting translating and adaptingpolicies will takes time so it may not be implemented until well after the organization has finishedtaking care of its year-end reporting responsibilities
Once the Board or management has done this work they should give copies of their completedreport to every member of the committee and to all staff volunteers and community members whoare affected by the policy This helps keep the policy process open and helps people feel that thepolicy process is collaborative among everyone in the organization
Use the ldquoReport of recommendationsrdquo chart on page 31 (Appendix A) to record your decisions
22
Appl
ying
Inte
grat
ed A
nti-o
ppre
ssio
n To
Pol
icie
s
Here is a sample report of recommendations
Report of recommendations
23
noitadnemmoceR elbisnopsersiohW enilemiT
diapwollaottnemetatsycilopegnahCsuoigileraevahtahtsyadilohyrotutats
yllacificepsnoitcennoclarutlucroyadirFdooGyaDgnixoByaDsamtsirhC
otyaDsraeYweNdnayadnoMretsaErosuoigilerhtiwdegnahcxeeb
toneratahtsetadtnatropmiyllarutlucsdradnatstnemyolpmeehtnideifitnedi
tca
ehtfoeettimmoCyciloPsrotceriDfodraoBrotceriDevitucexE
shtnom6nihtiW
neewtebeciffoehtesolctonoDdaetsnIsraeYweNdnasamtsirhC
tahtsyadretaolfsaesohtreffoyehtrevenehwekatnacseeyolpme
esoohc
ehtfoeettimmoCyciloPsrotceriDfodraoBrotceriDevitucexE
shtnom6nihtiWtxenehterofeb(
)erusolc
nitnemyolpmefoslevelehtllayfitnedItcartnocsahcusnoitazinagroeht
sruoh12nahtsselemit-trapsrekrowrofseifilauqhcaerehtehwyfitnedIcte
ffoemitdiap
ehtfoeettimmoCyciloPsrotceriDfodraoB
shtnom3nihtiW
hcussmretniatrecfosnoitinifedddAycilopehtotsyadilohyrotutatssa
oiratnOehtotecnereferekaMtahtnoitalugeRsdradnatStnemyolpmE
ycilopsihtstceffa
ehtfoeettimmoCyciloPsrotceriDfodraoB
shtnom3nihtiW
ycilopehtfoypocdrahatuotnirPseiciloprehtohtiwrednibanitituP
siohwenoyreveerehwrednibehtecalPdnatisseccanacycilopehtybdetceffa
tidaer
rotceriDevitucexEsreganaMmargorP
shtnom3nihtiW
emitynanisyadfoegnahcxeedulcnIswonkenoyrevetahtoserudecorpffo
odottahw
rotceriDevitucexEsreganaMmargorP
shtnom6nihtiW
Appendices
Part 3 Appendices
Appendix A Forms
Appendix B Sample Terms of Reference
Appendix C Sample Conflict Resolution Guidelines
Appendix D Sample Decision Making Chart
Appendix E Framework for policy development and review
Appendix F Glossary of Anti-Oppression Terms
Appendix G Focus Group Findings
Appendix H References
24
Appe
ndic
es
Appendix A Forms
bull Plan for policy reviewbull Work planbull How accessible is this policybull How does this policy affect different peoplebull Policy gaps and what we can dobull Report of recommendations
25
Appendices
Plan for policy review
26
etaD aerA weiverotseicilopfotsiL
1raeY
2raeY
3raeY
Appe
ndic
es
Work plan
otsdeentahWneppah
siohWelbisnopser
sksaT eniLemiT
27
Appendices
How accessible is this policy
seYsdeeN
krownoitnettAfosaerA
aniycilopehtsInoitacoleerf-reirrab
nielbaliavaycilopehtsIstamroftnereffid
tuobatnemmocetivniewoDtamrofeht
ninettirwycilopehtsIrofysaesitahtegaugnal
dnatsrednuotstneilctsom
ylisaeebycilopehtnaCrehtootdetalsnart
segaugnal
tiohwyasycilopehtseoDstceffa
siohwyastiseoDrofelbisnopser
tignitnemelpmi
suoiravtcelferycilopehtseoDseulavdnasfeileblarutluc
ehtnissecorpasierehtfIspetsehteraycilop
otelbatpadadnaelbixelfsecnereffidetadommocca
etivniycilopehtseoDkcabdeefevigotelpoep
tahwtuobastnemmocdnasyasti
28
Appe
ndic
es
How does this policy affect different people
snoitseuQ noitnettAfosaerA
neebycilopehtsahwoHdetnemelpmi
evahsecitcarpdnaserudecorptahWdetluser
ycilopsihtmorfstifenebohW
woH
tifenebtonseodohW
woH
otsreirrabehtyfitnediuoynaCeraepyttahWstcapmielbatiuqe
)ctelaicnanifdetalsigel(yeht
dnasnoitseuqstnemmoctahWsihttuobaevahelpoepodstnialpmocserudecorpdnasecitcarpehtroycilop
detaercsahycilopsihttaht
ecivresffatsehtodtahWrosrebmemytinummocsresu
ycilopsihttuobayassreetnulov
29
Appendices
Policy gaps and what we can do
seYsdeeN
krownoitnettAfosaerA
wohyasycilopehtseoDeblliwelpoeptnereffid
detceffa
lliwelpoeptahttimdatiseoDsyawtnereffidnidetceffaeb
hguoneelbixelfycilopehtsItnereffidehtotdnopserot
elpoeptahtsecneirepxedevilevah
elbixelftonsiycilopehtfIehttahwyastiseod
otodlliwnoitazinagrosihtegnahc
egnahcrofnalpehtseoDsenilemitedulcni
wohyasycilopehtseoDrotupnievignacelpoepehtwohtuobakcabdeef
mehtstceffaycilop
edulcniycilopehtseoDdnasmronlarutlucesrevid
seulav
yehteratahW
30
Appe
ndic
es
Report of recommendations
noitadnemmoceR siohWelbisnopser
enilemiT
31
Appendices
Appendix B Sample Terms of Reference ndash Policy Review Committee
PreambleINSERT YOUR ORGANIZATION NAME is committed to applying an integrated anti-oppression frame-work to all undertakings of the organization To that end the organization will ensure that all poli-cies will be regularly reviewed and updated to reflect an integrated anti-oppression perspective
MandateThe mandate of the Policy Review Committee is to review the policies listed below with the objectiveof providing the organization with feedback and recommendations as to how the policies can betterreflect an integrated anti-oppression analysis The committee may also recommend the deletion oraddition of policies in this process
Type of Committee
The Policy Review Committee is a short term project based committee composed of communitymembers from the service area of YOUR ORGANIZATION NAME and frontline staff managementvolunteers Board and people who have accessed our service
Composition
Members should self-identify in one or more of the following waysbull racialized or aboriginalbull people who have little or no decision making power in the organization including service usersbull members of a marginalized groupbull representative of the demographic of organizationrsquos community
Timeline
The committee will complete the said work in a period of not longer than INSERT DATE HERE (3months from the start date of the review)
Deliverables Recommendations Report
Scope
Committee members shall have access to the policies of the organization mission statement by-laws salary grids collective agreements board meeting minutes complaints received strategicplan and all other relevant documents with the exception of the followingbull personnel filesbull in-camera Board meeting minutesbull client filesbull private legal material
32
Appe
ndic
es
Appendix C Sample Conflict Resolution Guidelines ndash Policy ReviewCommittee
PrinciplesIt is in places of conflict that the potential for change exists Conflicting ideas beliefs and valueswill ensure a rich dialogue and essential learning opportunities for everyone Committee membersare charged with reminding themselves that the committee exists in the service of the organizationwith the ultimate goal of better serving the community Each person on the committee has theresponsibility to deal directly with each other and commit to engaging with each other as allies inthis work
The organization will endeavor to assemble the relevant material that will be useful in meeting theobjectives of the committee prior to the beginning of the project and will ensure that any relevantmaterials will be delivered to the committee as quickly as possible
The decisions and recommendations of the committee do not bind the organization into action TheBoard of Directors andor Executive Director of the organization will review the recommendations ofthe committee and ultimately decide what can be instituted
Budget and Additional Resources
The Policy Review Committee has a budget of $$$$$ The budget will cover the committee costs- member expenses childcare travel long distance calls honorarium- meeting expenses accessible meeting room refreshments conference calls- accessibility expenses ASL interpretation note taking attendant care- supplies photocopying office supplies
Staff resource- maintain minutes and discussion notes for the committee- retrieve documents that the committee requires- assist in organizing meetings and refreshments for meetings
Meetings
Meetings will be held at an accessible meeting space ndash onsite at the organization if possible
The committee is responsible to elect co-chairpersons during the first committee meetingThe responsibilities of the co-chairs in consultation with the whole committee are tobull organize meetingsbull develop the agendabull organize committee communicationbull keep committee members on taskbull organize the completion of the final reportbull maintain communication with the organization including updates requests concerns etc
33
Appendices
34
Remember that resolving conflict does not necessarily mean that a person will change their view-point or opinion A resolution of conflict implies that each party has had the opportunity to sharetheir perspective be heard have opportunity for discussion and then have closure
How we deal with our colleagues when we have a different opinion or viewpoint can either open usup to new learning or shut us down The following are some key points to keep in mind
i Recognize that conflict is a healthy part of communication if all parties understand theirresponsibilities in the process
ii Parties should approach the process with the idea of creating a learning environmentiii Parties should be prepared to listen to each other ndash that is really listen without interrupt-
ing or preparing your argument in your headiv If you are challenging a statement made by another person ndash it is important to state
concisely where you believe the problem lies and if it furthers the learning moment tostate the impact on yourself
v Do not belabor the point or make comments about the otherrsquos motivation for the state-ment (ie They are ignorant bigoted etc)
vi The person who has been challenged should take away the information to think aboutwhere their learning lies ndash the statement back to the challenger should include how youwill approach the information that was shared with you from the other person
vii If you do not agree with the challengerrsquos view ndash further dialogue may be necessaryviii State your own view and where you believe the problem liesix Each person is responsible to think critically about the otherrsquos view with a goal of finding
common ground andor compromise andor the decision to agree to disagree ndash which isallowing space for differing points of view
x It is important that both parties do not disengage from the process by complaining orexpressing dissatisfaction about the other person to other people ndash that kind of behaviorlowers the integrity of the process and the party who engages in it
xi Try to understand each otherrsquos perspective without judging the person or making assump-tions about each other
Co-chairs responsibilitiesbull reminding members of the guidelines of conflict resolutionbull arranging time in the agenda to address conflict in the groupbull mediating conversations between the parties in conflictbull negotiating resolutionbull If the conflict is in regards to making a decision The co-chairs should refer to the decision
making guidelines
The guidelines presented above should not be used in situation of discrimination and abuse Inthose situations the committee should follow the procedures in the organizations anti-discriminationor anti-harassment policies
Appe
ndic
es
35
snoitpO snosaeRstifeneBrof
snosaeRsmelborPtsniagA
puorGnoisiceD
rofsnosaeRnoisiceD
Appendix D Sample Decision Making Chart ndash Policy Review Committee
Appendices
36
App
endi
x E
Fra
mew
ork
for p
olic
y re
view
and
dev
elop
men
t
We
deve
lope
d th
is fr
amew
ork
duri
ng th
e fir
st p
hase
of t
his
proj
ect
Its
purp
ose
is to
hel
p or
gani
zatio
ns u
se a
n in
tegr
ated
ant
i-opp
ress
ion
fram
ewor
k ap
proa
ch w
hen
revi
ewin
g an
d de
velo
ping
pol
icie
s
NOITSE
UQ
EG
NELLAH
CES
NOPSE
R
esoprupeht
sitah
Wrodna
ycilopsiht
foerudecorp
erusneotyrassecen
siycilop
aneh
wwonk
ottluciffid
ebn ac
tIruoy
tahterusne
otdna
seicilopyna
moot
gnitaercton
erauoy
ehtgniyfitnedI
stnemetats
gnitcilfnocgnika
mton
e raseicilop
edivorpsalle
wsa
sllaftipeseht
diovapleh
nacesoprup
otyrassecen
eblliw
serudecorptah
wdna
wohot
sanoi tcerid
esoprupeht
teem
bull bull bull bull
ycilopeht
rofelanoitar
ehtedivorP
tnetniytiuqe
ehtyfitnedi
ylraelCseitilibisnopser
evitalsigelyfitnedI
)s(ycilopetairporppa
ehtot
serudecorpkniL
tifycilop
ehtseo
Dycnega
ehtnihti
wnoissi
metad nam
rodnatne
metatsseulav
fotne
metatssfeileb
dna
woH
dnaetadna
mrieht
eniltuotaht
stnemetats
evahseicnega
ynaM
roFetadna
meht
teemlli
wyeht
wohtuoba
sfeilebrieht
elpmaxe
nasi
nemo
wllatsniaga
ecneloivlladne
otelpmaxe
er usneneht
tsum
wolloftaht
seiciloPtne
metatsnoissi
ma
fotsniaga
ecneloivgnitauteprep
tonsi
noitazinagroeht
tahtnoisserppo
ronoisulcxe
fomrof
ehtni
nemo
w
bull bull bull bull bull
fotne
metatsstnemucod
tnavelerllaweiveR
ctetnemetats
noissimetadna
msfeilebeht
stroppusycilop
ehtfi
enimrete
Detadna
mnoissim
seitiugibma
ehtyfitnedI
seulaveht
htiw
st sartnocycilop
ehtfi
enimrete
Dnoitazinagro
ehtfo
ycilopeht
oteka
mnac
uoysegnahc
ehtyfitnedI
tievorp
miot
tifyc ilop
ehtseo
Deht
htiw
snoitazinagronoitisoplacitilop
wo
H
tahtnoitisop
nasitrapa
naem
tonseod
noitisoplacitilopA
ynamrehtaR
ytraplacitilopralucitrap
astroppus
seussiralucitrap
nosnoitisopdepoleved
evahsnoitazinagro
noitazinagrotsini
mefa
ebya
mnoitazinagro
ruoyelp
maxeroF
dluow
serudecorpdna
seicilopruoy
noitazinagrotsini
mefa
sAytiuqe
yapeikro
wemarf
ytilauqesna
mow
awollof
ctestifenebrevigeracyli
mafdednapxe
bull bull
snoitisoplanoitazinagroeht
ssucsiddna
yfitnedItub
nettirwnu
erataht
seussilaicosgnidrager
esohtfo
emoS
noitazinagroruoy
nihtiw
tsixeyap
msireetnulovsvrobal
diapedulcniya
mcteseussi
htlaehlatnemytiuqe
-tne
metatsfeileb
aot
snoitisopetairporppa
ddAtsixe
tonseod
enofi
enoetaerc
ro
Appe
ndic
es
37
NOITSE
UQ
EG
NELLAH
CES
NOPSE
R
teem
ycilopeht
seoD
sdradnatsmu
minim
noitalsigelrobal
fosthgir
namuh
ycavirpnoitalsigelrednufnoit alsigel
dnastne
meergalautcartnoc
rehtostne
meerga
mehtdeecxe
tiseo
D
lautcartnocdna
evitalsigeltee
mylraelc
dluohsseiciloP
nettirw
si)noitalsigel
ytiuqeneve(
noitalsigeLseitilibisnopser
ehtno
desabsi
tahtkro
wemarf
erutluctnani
moda
morfeht
tcetorpot
keesyehT
spuorgsuonego
mohfo
noitpmussa
elpoepfo
sthgireht
ecnavdatonelpoep
dezilanigram
fosthgir
dnoyebog
dluohsseicilopkro
wemarflanoitcesretni
naylppa
oTsdradnatsla
minim
bull bull bull bull
snoitazinagroeht
dnatsrednudna
weiveR
waleht
rednuseitilibisnopser
seitilibisnopserdnatsrednu
dnastcartnoc
weiveRstcartnoc
fos
mreteht
rednullaf
snoitatcepxemu
minim
ehtereh
wyfitnedI
sseccaot
tnemevorp
midna
tnemecnavda
fot rohs
ytiuqedna
lauqetroppus
nacnoitazinagro
ruoysya
wyfitnedI
ytinutroppo
sihtseod
woH
erudecorpycilopeht
tc apmi
snoitazinagrotegdub
fI
mehttne
melpmi
ottcap
miyrategdub
evahod
seicilopyna
Mot
elbissopmi
emoceblli
wycilop
ehtdezingocer
tonsi
sihttub
ycilopdab
asi
tiesuaceb
ton-
dedracsideb
dnawollof
rofdetnuocca
tonere
wnoitatne
melpmi
fostsoc
ehtesuaceb
bull bull bull bull
htiw
detaicossastsoc
ehtllayfitnedI
ycilopeht
fonoitatne
melpmi
ralugerfo
trapera
stsoceht
erehw
yfitnedIedulcni
dluow
reganam
foyralaSei
-ssenisub
noisivrepusffats
stsoclanoitiddayfitne dI
ylgnidroccategduB
otelbisnopser
sioh
Wsi
ycilopsiht
erusnedna
dootsrednudecrofne
elbisnopsersi
ohw
etatsylraelc
tsum
serudecorpdna
seiciloPhcaEssenevitceffe
gnitaulavedna
gnirotinomtuo
gniyrracrof
detatsylraelc
e bdluohs
elorsnosrep
bull bull
diapnudna
diapfo
selorsuoirav
ehtyfitnedI
noitazinagroeht
fosreb
mem
ehttuo
yrraclliw
ohw
srebme
meht
yfitnedIsreb
mem
ehtetaulave
dnaesivrepusserudecorp
ycilopeht
etaulavedna
weiveretaerc
Appendices
38
NOIT
SE
UQ
EG
NELL
AH
CE
SN
OP
SE
R
eht
sita
hW
rof
msina
hcem
lacitirctnial
pm
ockca
bdeef
tegtaht
stnemucod
gnivileb
dluohsserudecorp
dnaseiciloP
ottnatrop
misi
tieroferehT
sevorpmi
gninraelruo
saretteb
rokcabdeef
edivorpnac
detceffaesoht
wohetats
yl raelcro
elbaeganamnu
evitceffenievorp
yehtneh
wfinialp
mocevisserppo
bull bull bull
seifitnediylraelc
tahtycilop
stnialpmoc
aetaer
Csreb
mem
diapnudna
diaprof
ssecorpeht
srebme
mytinu
mmoc
dnastneilcsresu
ecivrestI
elbisseccas i
ssecorpstnialp
moceht
erusnEyllacisyhp
nacsklof
erehw
decalpeb
dluohselbissecca
tnereffidni
dereffodna
tissecca
nialpraelc
ninettir
web
osladluohs
tIsta
mrofelpoep
ybdessecca
ebnac
titaht
osegaugnal
slevelycaretil
suoir avhti
wycilop
ehtrof
kcabdeefrof
ssecorpeht
yfitnedI
weiver
eb
ycilo
pe
htlli
ww
oH
otdetaci
nu
mm
oce
blli
wo
hw
eso
ht ti
yb
detceffa
ehtyb
detceffeesoht
llaot
tnediveeb
dluohscorpseiciloP
tnatropmi
sinoitacinu
mmoc
fonalp
agnitaer
Cse
moctuobull bull bull bull bull bull
elbisnopsereb
lliw
ohw
elpoepeht
folla
yfitnedIeb
lliw
ohw
esohtdna
noitatnemelp
mirof
noitatnem elp
mieht
ybdetcap
misdnik
tnereffideht
sseccafo
stniopeht
yfitnedIyrassecen
sseccafo
sepytdna
noitatnemelp
mirof
elbisnopseresoht
llaerusnE
seitilibisnopserrieht
tuobaraelc
eraot
ycilopetacinu
mmoc
otnalp
ehtyfitnedI
s rebme
mytinu
mmoc
dnastneilcsresu
ecivresrehto
dnaegaugnal
ycaretilsserdd
Aseussi
ytilibisseccaseussi
eseh tsserdda
otnalp
aetaer
C
Appe
ndic
es
39
NOITSE
UQ
EG
NELLAH
CES
NOPSE
R
weivereht
sitah
Weludehcs
ehtodlli
woh
W
weiver
deweiver
ebdluohs
stnemucod
gnivilsa
serudecorpdna
seiciloPdluohs
ssecorpehT
tnemevorp
mirof
yltnetsisnocdna
ylralugernI
kcabdeefrof
ytinutroppoedivorp
otsa
oseludehcs
aedulcni
dnaseicilop
ehtyb
detceffaesohtlla
morftupni
tegot
redrotahtnesohc
rodetov
ebdluohs
sreweiver
fomaet
aserudecorp
sevitcepsrepfo
esabdaorb
atneserper
bull bull bull
roylraey-
seicilopfo
weiverrof
enile
mita
teSylraey-ib
ebdluohs
tahtspuorg
redlohekatseht
yfitnedIytisrevid
otnoitnetta
htiw
weivereht
nidevlovni
dnassenevitceffe
ehtssessa
otsloot
edivorPycilop
hcaefo
ytiuqe
ycilopsiht
seoD
egnellahclahcrairtap
laicosevisserppo
wo
Hs
mron
gnignellahcflesti
nisi
krowe
marfdetargetni
nagniylppA
neebevah
sufo
ynam
sareve
woHs
mronerutluc
tnanimod
morftrats
dluohse
wsdradnats
naciremA
htroN
ybdenoitidnoc
nide
marfeblli
wserudecorp
dnaseicilop
ruotaht
esimerp
ehtksa
otevah
ew
eroferehTsfeileb
dnaseulav
erutluctnani
modgnidlohpu
tonera
ew
erusnetaht
snoitseuqfo
seiresa
sevle sruonoisserppo
fos
metsysdehcnertne
bull bull bull bull bull bull bull
noisserppodna
yhcrairtapfo
seussieht
yfitnedIycilop
hcaeni
tnerehninihti
wseussi
esehtegnellahc
otwoh
ezigetartSnoitazinagro
ruoygnika
mnoisiced
ehtni
ycnerapsnarteht
weiveRsessecorp
seodtah
Weisevlesruoyrof
snoitseuqetaerC
noitazinagroruo
niekil
koolre
wopycilop
ehtmorf
stifeneboh
wyfitnedI
revore
wopa
dlohpuseicilop
hcihw
enimrete
Dkro
wemarf
emit-lluf
derihsteg
ohWei
-snoitseuq
ksAsi
erehW
denimreted
sihtsi
woH
emit-trap
senimreted
ohW
tegdubeht
nitneps
yenom
seitiroirp
Appendices
40
NOITSE
UQ
EG
NELLAH
CES
NOPSE
R
ehteblli
wtah
Wno
tcapmilaitnereffid
spuorgdezilanigra
m
dnatsrednuot
tnatropmi
sitI
emas
ehtnae
mton
seodlauqEyfitnedi
otspuorg
tnereffidno
seicilopfo
stcapmi
suoiraveht
foytilibissecca
troppusot
wohdna
eilsreirrab
ehtereh
wspuorg
suoiravrof
secivresdna
tnemyolp
me
bull bull bull bull
fos
mitcivera
ohw
elpoepfo
spuorgyfitnedI
noisserppoci
metsysspuorg
suoiravno
stcapmi
ehtyfitnedI
dnaytiuqe
ecnavdataht
stcapmi
hsiugnitsiD
tonod
tahtesoht
sseccaot
sreirrabegnahc
otsya
wezigetartS
ycilopehtlli
wwo
Hnoisserppo
egnellahcnoisserppo
cimetsys
rofseicilop
weiveR bullmsicar
bullaibohpo
mohmsixesoreteh
bullmsielba
bullmsiega
bullmsixes
bullmsirtneconhte
bullmsissalc
bullmsiti
mes-itnabull
msibarA-itnabull
noitanimircsid
suoigilerbull
msilainoloc
bull bull bull
tsrifnretse
wa
sahycilop
ehtfi
enimrete
D
weivdlro
wtuoba
noitpmussa
narof
ycilopeht
ssessAnoitautis
cimonoce-oicos
dnaegaugnalytilibafo
secnereferrof
egaugnaleht
weiveRsnoitp
mussasuoigilernoitazinoloc
Appe
ndic
es
Appendix F Glossary of Anti-Oppression Terms
Ableism Prejudice and discrimination against people living with mental emotional and physicaldisabilities or differences People living with disabilities experience this discrimination segrega-tion and isolation because of peoplersquos prejudices and institutional barriers not because of thedisability or difference itself Deaf Deafened and Hard of hearing people historically have experi-enced systemic ableist oppression as well
Anti-Semitism Discrimination or violence against Jews Judaism and the cultural intellectualand religious heritage of Jewish people The word Semite literally refers to ldquoany of the peoplessupposed to be descended from Shem son of Noah especially the Jews Arabs Assyrians andPhoeniciansrdquo However Anti-Semitism is mostly used to refer to prejudice discrimination andviolence directed at Jews
Class Economic and social groups People in the higher classes make decisions about theeconomy while other people work for wages or are kept out of the economy The things that markdifferences between classes include peoplersquos ability to meet their basic needs their level ofincome wealth and formal education and their connections with people and institutions thathave influence and power In the current economic structure rich people got their wealth bytaking advantage of people at the bottom and middle of the class structure
Classism Any practices and beliefs that judge and value people according to their social class orthe social class that other people assume they belong to Most workplaces use classist languagethat reflects and reinforces the social hierarchy For example they undervalue the work of sup-port staff and decisions do not include the knowledge and opinions of these workers
Colonialism When a foreign power dominates and exploits an indigenous group by taking theirland and resources and using them as cheap labor in order to make money It also means spe-cific era between the 1700s and 1900s when European countries expanded into the Americasand countries of the global South In Europe people justified these practices using racial doc-trines These ideas about hierarchies of race are still widespread Uncovering and challengingthe ideas and ongoing practices of colonialism are important parts of racial equity work
Culture The collective experience beliefs values knowledge economy and ways of life of agroup of people who share past or current experiences Culture changes constantly it is notstatic Every culture is shaped by the land and spaces people inhabit together Individual andgroup culture can also be shaped by language religion racialization gender experiences ofmigration and immigration social class political affiliation family influences age sexual orien-tation geographic origin ethnicity experiences of discrimination or lack of discrimination andexperiences fighting oppression
Disenfranchised Not having full rights as a citizen or not being able to fully participate as amember of the community
41
Appendices
Dominant Culture The beliefs values and judgments of groups with social power The dominantculture is created and maintained by people in the dominant social group People who do notbelong to the dominant group often believe that these values beliefs and judgments are trueinstead of seeing how they reflect the interests of people in power
Dominant group People whose social identity gives them power and privilege In most parts ofCanada dominant identities are White male English-speaking heterosexual able-bodied Chris-tian affluent and middle class thirty to sixty-five years of age university educated from centralCanada Many people have one or more dominant identities
Equity Peoplersquos rights as individuals or members of a group to an equitable share of theresources and influence in society Equity work analyses and challenges unfair systems andpractices and works towards creating outcomes and access that benefit people equally
Exploitation Taking unfair advantage of a person or a group for onersquos own gain or advantageExploitation can be systematic or individual
First Nations A term that reflects the process some Aboriginal peoples in Canada have used toname themselves The word ldquofirstrdquo recognizes the fact that Aboriginal peoples are the originalinhabitants of what is now called Canada The word ldquonationrdquo stresses the fact that Aboriginalpeoples are political collectives who had their own forms of government before Europeans beganto settle here Many First Nations peoples are fighting to re-establish that sovereigntybull The term also refers to a group of Aboriginal people who were previously called a ldquoBandrdquo by
the Department of Indian Affairsbull ldquoFirst Nationrdquo can also mean a group or several groups of Aboriginal people who have the
same ethno-cultural background
Gender identity Features that are tied to how an individual thinks of themselves as a man or awoman A personrsquos gender identity may not be the same as their biological sex
Gender roles The culturally specific behaviors and appearances constructed by a culture todefine what is expected of women and men The expectations of femininity and masculinity areimposed on individuals according to their biological sex
Harassment Persistent ongoing behavior conveying negative attitudes towards an individual orgroup to make them feel intimidated and humiliated Harassment is an exercise of power Itincludes any action that a person knows or should know is not welcome Harassment includesname-calling jokes slurs graffiti insults threats rudeness and crude gestures verbal or physi-cal abuse Human Rights Codes in most provinces prohibit harassment based on race religionsex ethnicity and the other prohibited grounds for discrimination
Heterosexism All practices that convey the message that heterosexuals are better than otherpeople including the assumption that everyone is or must be heterosexual It operates like otherforms of prejudice and discrimination giving privilege and rights to members of the dominantgroupndashheterosexualsndashand not to gay or lesbian people
42
Appe
ndic
es
Hierarchy A system that gives individuals or groups different positions and power People andgroups with a higher rank have more power resources and value than individuals or groups witha lower rank For example in a patriarchy men are given more value than women
Immigrants People who have arrived and settled in Canada in their lifetime Sometimes peopleuse the word incorrectly to refer to Canadian-born racialized people because they assume thatall racialized people were born elsewhere
Inclusive Making sure that all members of the community are represented or involved in allaspects of the community
Integrated Combining information and values from a variety of people and sources in order toget a fuller result that is more inclusive
Islamaphobia The systemic ways and individual practices of racism that target Arab people andhave particular impact on them Some examples include negative stereotyping of Muslim peopledepicting Islam as essentially violent and fundamentalist assuming that all Arabs are Muslimand all Muslims are Arabs
Landed immigrant Persons with legal status who are permanent residents of Canada ratherthan visitors refugee claimants temporary workers or citizens
Marginalization A process that keeps groups or individual from having access to all or part ofthe resources and activities of the community
Oppression When one social group takes advantage of another social group either knowinglyor unconsciously Oppression gives the dominant group privilege and marginalizes anddisenfranchises the subordinated group The dominant social group can use force or social insti-tutions and resources to achieve oppression After a time individual members of the dominantgroup do not need to do anything and unequal treatment becomes so much a part of the socialinstitutions and structures that it seems normal
People of colour Any person who is not White or Aboriginal This term was first adopted in theUnited States by racialized people who were trying to name themselves with a positive identityrather than as ldquonon-whitesrdquo ldquocolouredrdquo ldquoethnicsrdquo or ldquovisible minoritiesrdquo
Privilege Unearned power that gives members of the dominant group economic social andpolitical advantages Privilege also means rights that everyone should have but that are deniedto some people
Racism Any aspect of Canadian society that openly or subtly makes White people and Whitenessnormal and valuable while making racialized communities invisible or devaluing stereotypingand labeling people of colour as ldquoothersrdquo who are different or inferior
43
Appendices
Individual racism The beliefs attitudes and actions of individuals that support or maintainracism Individual racism can be conscious or unconscious It can be active or passive
Institutional racism The network of structures policies and practices in systems and institutionsthat give White people advantages and that discriminate oppress and disadvantage racializedpeople
RacializationRacialized Racial identities are not fixed categories They are shaped by historynationality gender class and identity politics Racial designations often differ from country tocountry The term racialization or racialized makes explicit the ways in which we are socialized todifferentiate groups of people on the basis of superficial physical characteristics where White isthe norm It emphasizes the active process of categorizing people while at the same time reject-ing ldquoracerdquo as a scientific category
Refugee Persons who have to flee their country because they have a ldquowell-foundedrdquo fear ofpersecution based on race religion nationality political opinion or membership in a particularsocial group
Religious discrimination Any institutional or individual practices that exclude and discriminateagainst a person because of their religion In Canada many workplaces do not provide equitablyfor all religions Recently the Supreme Court has ruled that employers must accommodate em-ployees whose religious observances are not recognized in the Christian-based statutory holidayssuch as Easter and Christmas Religious discrimination is often linked to other forms of discrimi-nation For example Irish Catholics were often marked by their class ethnic origins and lan-guage as well as their Catholicism Racialized Muslims often experience racism mixed withreligious discrimination
Sexism Systemic and individual practices that give men privilege make women subordinate andthat shame values identified with women
Social Location or Social Identity A personrsquos membership in a socially constructed groupThese groups are often identified according to superficial characteristics such as skin colourcountry of origin religious beliefs body form etc
Structural This approach to equity work believes that the thoughts and behaviors of the indi-vidual are created and guided by various social structures such as capitalism andor neo-liberal-ism and are therefore limited The focus for change is raising awareness of the limits and chal-lenging the structures
Systemic racism The conscious or unconscious policies procedures and practices that excludemarginalize and exploit racialized people Systemic racism is supported by institutional powerand by powerful ideas often unexamined ones which make racism look normal and justified Forexample institutions that do not have effective complaints procedures or performance appraisaland promotion processes that use equity competencies make it possible for individuals to beracist
44
Appe
ndic
es
45
Transgender person A person who is not comfortable with or who rejects some or all of thegender identity given to their biological sex This is an umbrella terms used to describe trans-sexuals transvestites or cross-dressers and intersex people
Transsexual Someone who has a very strong feeling that they are living in the wrong sex A maletranssexual needs to live as a woman and a female transsexual needs to live as a man Somebut not all transsexuals have surgery to reassign their sex Some have procedures to partiallyreassign their sex and some use hormone therapy A transsexual can be heterosexual homo-sexual or bisexualWhite Refers to people belonging to the dominant racial group enjoy skin privilege in NorthAmerica Australia New Zealand and anywhere European colonialism has created racial inequityThe term ldquoWhiterdquo is capitalized for different reasons than other racial designations ndash Aboriginaland Black The latter identities are claimed with pride in opposition to the names imposed bydominant White society One of the ways that racism operates is to leave the racial identity ofWhite people unidentified ldquoWhiterdquo is capitalized to interrupt the privilege of having Whitenessgo unnamed
White Supremacy A system based on assumption of the ldquorightness of Whitenessrdquo in whichpolitical economic and social systems result in White people having more privilege and powerthan racialized people
many of the terms in the glossary were adapted with permission from Dancing on Live Embers ChallengingRacism in Organization by Tina Lopes and Barb Thomas Toronto Between the Lines 2006
Appendices
Appendix G Focus Group Findings
The following points are the relevant themes that emerged from the focus groups The groups wereasked to answer the following questions
1 How well has your organization and the various sectors practiced an integrated approach to anti- oppression
bull overall feeling that most are doing pretty good workbull some feel frustrated that the policies etc are not fully put into practice by all staff at an
agencybull feeling that the work is silorsquod and separated ndash working on one oppression at a timebull that the work is framed from a white middle class perspectivebull the work is not happening fast or often enough ndash ie deaf woman services gaps and barriers
2 What are the effective practices in the various areas ie policies programming outreach training org development
bull be committed inventive constantly evolve vigilantbull open to change pushing for changebull inclusion at all levels of an organization working together on committees and groupsbull engage diversity responsive to different needs
3 Where are the challengesbull funding shortages piecemeal and targeted on specific groups onlybull lack of accountability lack of clear policies and proceduresbull lack of inclusivity and diversitybull lack of time to be together communicate etcworkloads of service providersbull silorsquod workbull systemic exclusion internal and societal institutions
4 Visions and suggestions for changebull core guidelines with key values ndash written down and put into practicebull accountability in staff and managementbull commitment from all levelsbull everyone open to challengebull look at themes not populationsbull community drivenbull training and toolsbull fully funded and supported by structures
5 Who would take up the facilitation of changebull not one personbull coalitionsbull community groupsbull all levels of organization including service users
46
Appe
ndic
es
Recommendation(s)
a Conduct a review of existing policies procedures and practices that organizations feel repre-sent their best efforts of an integrative anti-oppressive framework
b Working groups should be created to develop the most effective integrative policies andprograms The groups should include diverse members from different social locations com-munities and be representative of all levels of the organization including service users
c Organizations must support this work by allocating time personnel and resourcesd Organizations must demonstrate commitment to the work by reviewing all policies proce-
dures and programs through the lense of an integrative anti-oppressive frameworke A tool kit should include templates of policies and procedures to simplify the writing of work
done by the committeesworking groupf This work is not static and must be revisited regularly in order to incorporate new informa-
tiong Organizations should offer regular training and workshops on how to put an integrative anti-
oppression framework into practiceh Organizations must hold staff and volunteers accountable to adhering to agency practice by
offering training and supervision including key values in mandate and mission statementsand integrative anti-oppressive practices in personnel and volunteer policies
Focus group participants
The following organizations participated in focus groups in 2005-06 for the Integrative Anti-Oppression Project
Woman Abuse CouncilFCJ Refugee Centre519 Community CentreNelliersquosSpringtidersquos Women with Disabilities ProgramToronto Rape Crisis CentreMulticultural Women Against RapeCentral Neighbourhood HouseAccess Alliance Multicultural Community Health CentreA Commitment to Training and Employment for Women (ACTEW)Arab Community Centre of TorontoAssaulted Womenrsquos HelplineBarbara Schlifer Counselling ClinicBlack Creek Community Health CentreCentral Family IntakeErnestine Womenrsquos ShelterFamily Services AssociationFlemingdon Neighborhood ServicesKorean Canadian Womenrsquos Association
47
Appendices
Macaulay Child Development CentreSt Christopherrsquos HouseSt Joseph Womenrsquos Health CentreSt Michael HospitalStonegate Community Health CentreUrban Alliance on Race RelationsWomenrsquos Counselling Referral and Education CentreYorktown ShelterYWCA
48
Appendix H References
Dancing on Live Embers Challenging Racism in Organizations Tina Lopes and Barb Thomas Be-tween the Lines Toronto 2006
Campbell C (2003) Anti-oppressive social work Promoting equity and Social Justice Editor DrCarolyn Campbell Halifax Nova Scotia Dalhousie UniversityRetrieved Jan 22 2008httpaoswsocialworkdalcawhatisaoswhtml
Roundtable on Anti-Oppression Politics in Anti-Capitalist Movements Edited by Sharmeen Khan ndashparticipants in the roundtable Kirat Kaur Junie Deacutesil Gary KinsmanRetrieved Jan 22 2008httpuppingtheantiorgnode1380
Williams C (2003) ldquoSeeking Cultural Competence What Is It How Do You Develop It and How DoYou Know When Yoursquove Got Itrdquo In WShera (Ed) Emerging Perspectives on Anti-Oppressive Practice(pp 265 - 278) Toronto Canadian Scholarsrsquo Press Inc
- Front Page1-1
- ManualModEN2
- ManualModEN3
- ManualModENCon
-
Appl
ying
Inte
grat
ed A
nti-o
ppre
ssio
n To
Pol
icie
s
Step 5 Make recommendations
Once the committee has assessed the policies it must create a report that outlines its recommenda-tions The report should summarize how each policy could be improved To come up with recommen-dations for improving each policy the committee can review comments from the questionnaires
The main question in this step of the process is What would improve this policy so that it inte-grates anti-oppressive practice Use flipchart paper to record ideas This allows committee mem-bers to share information and build upon each otherrsquos ideas
Facilitate the discussionThere will be different perspectives and ideas about what changes will benefit people and how toaccomplish these changes Because of this there is potential for conflict Here are some hints tohelp make sure that this discussion will lead to recommendations that can help your organization
Ask the committee to choose a facilitator for the discussion Their role isto support everyone in being heardto solicit all ideas and perspectivesto make sure that opposing viewpoints or challenges are given and received in afriendly and open mannerto help the committee build consensus andto finalize recommendations
The facilitator should not offer ideas to the discussion Their role is to help make sure all of thecommitteersquos ideas are recorded The organization may choose to hire an outside facilitator for thispart of the discussion
Have the facilitator review the committeersquos Terms of Reference and Conflict Guidelines Remindeveryone that this is ongoing work
Write a reportFor each policy the committee should write a recommendations report
This report has three columns
Write the committeersquos recommendations in the left-hand column The recommendations may rangefrom fairly simple to quite complex They can be one-time actions or multi-staged changes
The committee should leave the two columns on the right empty ndash these will be filled out by deci-sion-makers in the organization They will review the recommendations and decide what to do withthem
noitadnemmoceR elbisnopsersiohW enilemiT
21
Applying Integrated Anti-oppression To Policies
Assessing the recommendationsAs soon as possible the decision-makers in the organization should review the recommendationsand fill out the right-hand columns of the recommendations report The management or Board ofDirectors must decide Who is responsible They must also set a Timeline
The organization is not required to act immediately on all of the committeersquos recommendationsSome recommendations may not be possible or viable in the immediate future and may need longerterm planning
To decide how to implement the recommendations the decision-makers should considerbull how urgent the issue isbull the workloads of the staff involved in changing the policybull the fiscal timingbull what research the organizations needs andbull how much time the organization needs to prepare
For example a policy change that does not involve employment standards or financial supports couldbe implemented fairly quickly A policy change that involves rewriting translating and adaptingpolicies will takes time so it may not be implemented until well after the organization has finishedtaking care of its year-end reporting responsibilities
Once the Board or management has done this work they should give copies of their completedreport to every member of the committee and to all staff volunteers and community members whoare affected by the policy This helps keep the policy process open and helps people feel that thepolicy process is collaborative among everyone in the organization
Use the ldquoReport of recommendationsrdquo chart on page 31 (Appendix A) to record your decisions
22
Appl
ying
Inte
grat
ed A
nti-o
ppre
ssio
n To
Pol
icie
s
Here is a sample report of recommendations
Report of recommendations
23
noitadnemmoceR elbisnopsersiohW enilemiT
diapwollaottnemetatsycilopegnahCsuoigileraevahtahtsyadilohyrotutats
yllacificepsnoitcennoclarutlucroyadirFdooGyaDgnixoByaDsamtsirhC
otyaDsraeYweNdnayadnoMretsaErosuoigilerhtiwdegnahcxeeb
toneratahtsetadtnatropmiyllarutlucsdradnatstnemyolpmeehtnideifitnedi
tca
ehtfoeettimmoCyciloPsrotceriDfodraoBrotceriDevitucexE
shtnom6nihtiW
neewtebeciffoehtesolctonoDdaetsnIsraeYweNdnasamtsirhC
tahtsyadretaolfsaesohtreffoyehtrevenehwekatnacseeyolpme
esoohc
ehtfoeettimmoCyciloPsrotceriDfodraoBrotceriDevitucexE
shtnom6nihtiWtxenehterofeb(
)erusolc
nitnemyolpmefoslevelehtllayfitnedItcartnocsahcusnoitazinagroeht
sruoh12nahtsselemit-trapsrekrowrofseifilauqhcaerehtehwyfitnedIcte
ffoemitdiap
ehtfoeettimmoCyciloPsrotceriDfodraoB
shtnom3nihtiW
hcussmretniatrecfosnoitinifedddAycilopehtotsyadilohyrotutatssa
oiratnOehtotecnereferekaMtahtnoitalugeRsdradnatStnemyolpmE
ycilopsihtstceffa
ehtfoeettimmoCyciloPsrotceriDfodraoB
shtnom3nihtiW
ycilopehtfoypocdrahatuotnirPseiciloprehtohtiwrednibanitituP
siohwenoyreveerehwrednibehtecalPdnatisseccanacycilopehtybdetceffa
tidaer
rotceriDevitucexEsreganaMmargorP
shtnom3nihtiW
emitynanisyadfoegnahcxeedulcnIswonkenoyrevetahtoserudecorpffo
odottahw
rotceriDevitucexEsreganaMmargorP
shtnom6nihtiW
Appendices
Part 3 Appendices
Appendix A Forms
Appendix B Sample Terms of Reference
Appendix C Sample Conflict Resolution Guidelines
Appendix D Sample Decision Making Chart
Appendix E Framework for policy development and review
Appendix F Glossary of Anti-Oppression Terms
Appendix G Focus Group Findings
Appendix H References
24
Appe
ndic
es
Appendix A Forms
bull Plan for policy reviewbull Work planbull How accessible is this policybull How does this policy affect different peoplebull Policy gaps and what we can dobull Report of recommendations
25
Appendices
Plan for policy review
26
etaD aerA weiverotseicilopfotsiL
1raeY
2raeY
3raeY
Appe
ndic
es
Work plan
otsdeentahWneppah
siohWelbisnopser
sksaT eniLemiT
27
Appendices
How accessible is this policy
seYsdeeN
krownoitnettAfosaerA
aniycilopehtsInoitacoleerf-reirrab
nielbaliavaycilopehtsIstamroftnereffid
tuobatnemmocetivniewoDtamrofeht
ninettirwycilopehtsIrofysaesitahtegaugnal
dnatsrednuotstneilctsom
ylisaeebycilopehtnaCrehtootdetalsnart
segaugnal
tiohwyasycilopehtseoDstceffa
siohwyastiseoDrofelbisnopser
tignitnemelpmi
suoiravtcelferycilopehtseoDseulavdnasfeileblarutluc
ehtnissecorpasierehtfIspetsehteraycilop
otelbatpadadnaelbixelfsecnereffidetadommocca
etivniycilopehtseoDkcabdeefevigotelpoep
tahwtuobastnemmocdnasyasti
28
Appe
ndic
es
How does this policy affect different people
snoitseuQ noitnettAfosaerA
neebycilopehtsahwoHdetnemelpmi
evahsecitcarpdnaserudecorptahWdetluser
ycilopsihtmorfstifenebohW
woH
tifenebtonseodohW
woH
otsreirrabehtyfitnediuoynaCeraepyttahWstcapmielbatiuqe
)ctelaicnanifdetalsigel(yeht
dnasnoitseuqstnemmoctahWsihttuobaevahelpoepodstnialpmocserudecorpdnasecitcarpehtroycilop
detaercsahycilopsihttaht
ecivresffatsehtodtahWrosrebmemytinummocsresu
ycilopsihttuobayassreetnulov
29
Appendices
Policy gaps and what we can do
seYsdeeN
krownoitnettAfosaerA
wohyasycilopehtseoDeblliwelpoeptnereffid
detceffa
lliwelpoeptahttimdatiseoDsyawtnereffidnidetceffaeb
hguoneelbixelfycilopehtsItnereffidehtotdnopserot
elpoeptahtsecneirepxedevilevah
elbixelftonsiycilopehtfIehttahwyastiseod
otodlliwnoitazinagrosihtegnahc
egnahcrofnalpehtseoDsenilemitedulcni
wohyasycilopehtseoDrotupnievignacelpoepehtwohtuobakcabdeef
mehtstceffaycilop
edulcniycilopehtseoDdnasmronlarutlucesrevid
seulav
yehteratahW
30
Appe
ndic
es
Report of recommendations
noitadnemmoceR siohWelbisnopser
enilemiT
31
Appendices
Appendix B Sample Terms of Reference ndash Policy Review Committee
PreambleINSERT YOUR ORGANIZATION NAME is committed to applying an integrated anti-oppression frame-work to all undertakings of the organization To that end the organization will ensure that all poli-cies will be regularly reviewed and updated to reflect an integrated anti-oppression perspective
MandateThe mandate of the Policy Review Committee is to review the policies listed below with the objectiveof providing the organization with feedback and recommendations as to how the policies can betterreflect an integrated anti-oppression analysis The committee may also recommend the deletion oraddition of policies in this process
Type of Committee
The Policy Review Committee is a short term project based committee composed of communitymembers from the service area of YOUR ORGANIZATION NAME and frontline staff managementvolunteers Board and people who have accessed our service
Composition
Members should self-identify in one or more of the following waysbull racialized or aboriginalbull people who have little or no decision making power in the organization including service usersbull members of a marginalized groupbull representative of the demographic of organizationrsquos community
Timeline
The committee will complete the said work in a period of not longer than INSERT DATE HERE (3months from the start date of the review)
Deliverables Recommendations Report
Scope
Committee members shall have access to the policies of the organization mission statement by-laws salary grids collective agreements board meeting minutes complaints received strategicplan and all other relevant documents with the exception of the followingbull personnel filesbull in-camera Board meeting minutesbull client filesbull private legal material
32
Appe
ndic
es
Appendix C Sample Conflict Resolution Guidelines ndash Policy ReviewCommittee
PrinciplesIt is in places of conflict that the potential for change exists Conflicting ideas beliefs and valueswill ensure a rich dialogue and essential learning opportunities for everyone Committee membersare charged with reminding themselves that the committee exists in the service of the organizationwith the ultimate goal of better serving the community Each person on the committee has theresponsibility to deal directly with each other and commit to engaging with each other as allies inthis work
The organization will endeavor to assemble the relevant material that will be useful in meeting theobjectives of the committee prior to the beginning of the project and will ensure that any relevantmaterials will be delivered to the committee as quickly as possible
The decisions and recommendations of the committee do not bind the organization into action TheBoard of Directors andor Executive Director of the organization will review the recommendations ofthe committee and ultimately decide what can be instituted
Budget and Additional Resources
The Policy Review Committee has a budget of $$$$$ The budget will cover the committee costs- member expenses childcare travel long distance calls honorarium- meeting expenses accessible meeting room refreshments conference calls- accessibility expenses ASL interpretation note taking attendant care- supplies photocopying office supplies
Staff resource- maintain minutes and discussion notes for the committee- retrieve documents that the committee requires- assist in organizing meetings and refreshments for meetings
Meetings
Meetings will be held at an accessible meeting space ndash onsite at the organization if possible
The committee is responsible to elect co-chairpersons during the first committee meetingThe responsibilities of the co-chairs in consultation with the whole committee are tobull organize meetingsbull develop the agendabull organize committee communicationbull keep committee members on taskbull organize the completion of the final reportbull maintain communication with the organization including updates requests concerns etc
33
Appendices
34
Remember that resolving conflict does not necessarily mean that a person will change their view-point or opinion A resolution of conflict implies that each party has had the opportunity to sharetheir perspective be heard have opportunity for discussion and then have closure
How we deal with our colleagues when we have a different opinion or viewpoint can either open usup to new learning or shut us down The following are some key points to keep in mind
i Recognize that conflict is a healthy part of communication if all parties understand theirresponsibilities in the process
ii Parties should approach the process with the idea of creating a learning environmentiii Parties should be prepared to listen to each other ndash that is really listen without interrupt-
ing or preparing your argument in your headiv If you are challenging a statement made by another person ndash it is important to state
concisely where you believe the problem lies and if it furthers the learning moment tostate the impact on yourself
v Do not belabor the point or make comments about the otherrsquos motivation for the state-ment (ie They are ignorant bigoted etc)
vi The person who has been challenged should take away the information to think aboutwhere their learning lies ndash the statement back to the challenger should include how youwill approach the information that was shared with you from the other person
vii If you do not agree with the challengerrsquos view ndash further dialogue may be necessaryviii State your own view and where you believe the problem liesix Each person is responsible to think critically about the otherrsquos view with a goal of finding
common ground andor compromise andor the decision to agree to disagree ndash which isallowing space for differing points of view
x It is important that both parties do not disengage from the process by complaining orexpressing dissatisfaction about the other person to other people ndash that kind of behaviorlowers the integrity of the process and the party who engages in it
xi Try to understand each otherrsquos perspective without judging the person or making assump-tions about each other
Co-chairs responsibilitiesbull reminding members of the guidelines of conflict resolutionbull arranging time in the agenda to address conflict in the groupbull mediating conversations between the parties in conflictbull negotiating resolutionbull If the conflict is in regards to making a decision The co-chairs should refer to the decision
making guidelines
The guidelines presented above should not be used in situation of discrimination and abuse Inthose situations the committee should follow the procedures in the organizations anti-discriminationor anti-harassment policies
Appe
ndic
es
35
snoitpO snosaeRstifeneBrof
snosaeRsmelborPtsniagA
puorGnoisiceD
rofsnosaeRnoisiceD
Appendix D Sample Decision Making Chart ndash Policy Review Committee
Appendices
36
App
endi
x E
Fra
mew
ork
for p
olic
y re
view
and
dev
elop
men
t
We
deve
lope
d th
is fr
amew
ork
duri
ng th
e fir
st p
hase
of t
his
proj
ect
Its
purp
ose
is to
hel
p or
gani
zatio
ns u
se a
n in
tegr
ated
ant
i-opp
ress
ion
fram
ewor
k ap
proa
ch w
hen
revi
ewin
g an
d de
velo
ping
pol
icie
s
NOITSE
UQ
EG
NELLAH
CES
NOPSE
R
esoprupeht
sitah
Wrodna
ycilopsiht
foerudecorp
erusneotyrassecen
siycilop
aneh
wwonk
ottluciffid
ebn ac
tIruoy
tahterusne
otdna
seicilopyna
moot
gnitaercton
erauoy
ehtgniyfitnedI
stnemetats
gnitcilfnocgnika
mton
e raseicilop
edivorpsalle
wsa
sllaftipeseht
diovapleh
nacesoprup
otyrassecen
eblliw
serudecorptah
wdna
wohot
sanoi tcerid
esoprupeht
teem
bull bull bull bull
ycilopeht
rofelanoitar
ehtedivorP
tnetniytiuqe
ehtyfitnedi
ylraelCseitilibisnopser
evitalsigelyfitnedI
)s(ycilopetairporppa
ehtot
serudecorpkniL
tifycilop
ehtseo
Dycnega
ehtnihti
wnoissi
metad nam
rodnatne
metatsseulav
fotne
metatssfeileb
dna
woH
dnaetadna
mrieht
eniltuotaht
stnemetats
evahseicnega
ynaM
roFetadna
meht
teemlli
wyeht
wohtuoba
sfeilebrieht
elpmaxe
nasi
nemo
wllatsniaga
ecneloivlladne
otelpmaxe
er usneneht
tsum
wolloftaht
seiciloPtne
metatsnoissi
ma
fotsniaga
ecneloivgnitauteprep
tonsi
noitazinagroeht
tahtnoisserppo
ronoisulcxe
fomrof
ehtni
nemo
w
bull bull bull bull bull
fotne
metatsstnemucod
tnavelerllaweiveR
ctetnemetats
noissimetadna
msfeilebeht
stroppusycilop
ehtfi
enimrete
Detadna
mnoissim
seitiugibma
ehtyfitnedI
seulaveht
htiw
st sartnocycilop
ehtfi
enimrete
Dnoitazinagro
ehtfo
ycilopeht
oteka
mnac
uoysegnahc
ehtyfitnedI
tievorp
miot
tifyc ilop
ehtseo
Deht
htiw
snoitazinagronoitisoplacitilop
wo
H
tahtnoitisop
nasitrapa
naem
tonseod
noitisoplacitilopA
ynamrehtaR
ytraplacitilopralucitrap
astroppus
seussiralucitrap
nosnoitisopdepoleved
evahsnoitazinagro
noitazinagrotsini
mefa
ebya
mnoitazinagro
ruoyelp
maxeroF
dluow
serudecorpdna
seicilopruoy
noitazinagrotsini
mefa
sAytiuqe
yapeikro
wemarf
ytilauqesna
mow
awollof
ctestifenebrevigeracyli
mafdednapxe
bull bull
snoitisoplanoitazinagroeht
ssucsiddna
yfitnedItub
nettirwnu
erataht
seussilaicosgnidrager
esohtfo
emoS
noitazinagroruoy
nihtiw
tsixeyap
msireetnulovsvrobal
diapedulcniya
mcteseussi
htlaehlatnemytiuqe
-tne
metatsfeileb
aot
snoitisopetairporppa
ddAtsixe
tonseod
enofi
enoetaerc
ro
Appe
ndic
es
37
NOITSE
UQ
EG
NELLAH
CES
NOPSE
R
teem
ycilopeht
seoD
sdradnatsmu
minim
noitalsigelrobal
fosthgir
namuh
ycavirpnoitalsigelrednufnoit alsigel
dnastne
meergalautcartnoc
rehtostne
meerga
mehtdeecxe
tiseo
D
lautcartnocdna
evitalsigeltee
mylraelc
dluohsseiciloP
nettirw
si)noitalsigel
ytiuqeneve(
noitalsigeLseitilibisnopser
ehtno
desabsi
tahtkro
wemarf
erutluctnani
moda
morfeht
tcetorpot
keesyehT
spuorgsuonego
mohfo
noitpmussa
elpoepfo
sthgireht
ecnavdatonelpoep
dezilanigram
fosthgir
dnoyebog
dluohsseicilopkro
wemarflanoitcesretni
naylppa
oTsdradnatsla
minim
bull bull bull bull
snoitazinagroeht
dnatsrednudna
weiveR
waleht
rednuseitilibisnopser
seitilibisnopserdnatsrednu
dnastcartnoc
weiveRstcartnoc
fos
mreteht
rednullaf
snoitatcepxemu
minim
ehtereh
wyfitnedI
sseccaot
tnemevorp
midna
tnemecnavda
fot rohs
ytiuqedna
lauqetroppus
nacnoitazinagro
ruoysya
wyfitnedI
ytinutroppo
sihtseod
woH
erudecorpycilopeht
tc apmi
snoitazinagrotegdub
fI
mehttne
melpmi
ottcap
miyrategdub
evahod
seicilopyna
Mot
elbissopmi
emoceblli
wycilop
ehtdezingocer
tonsi
sihttub
ycilopdab
asi
tiesuaceb
ton-
dedracsideb
dnawollof
rofdetnuocca
tonere
wnoitatne
melpmi
fostsoc
ehtesuaceb
bull bull bull bull
htiw
detaicossastsoc
ehtllayfitnedI
ycilopeht
fonoitatne
melpmi
ralugerfo
trapera
stsoceht
erehw
yfitnedIedulcni
dluow
reganam
foyralaSei
-ssenisub
noisivrepusffats
stsoclanoitiddayfitne dI
ylgnidroccategduB
otelbisnopser
sioh
Wsi
ycilopsiht
erusnedna
dootsrednudecrofne
elbisnopsersi
ohw
etatsylraelc
tsum
serudecorpdna
seiciloPhcaEssenevitceffe
gnitaulavedna
gnirotinomtuo
gniyrracrof
detatsylraelc
e bdluohs
elorsnosrep
bull bull
diapnudna
diapfo
selorsuoirav
ehtyfitnedI
noitazinagroeht
fosreb
mem
ehttuo
yrraclliw
ohw
srebme
meht
yfitnedIsreb
mem
ehtetaulave
dnaesivrepusserudecorp
ycilopeht
etaulavedna
weiveretaerc
Appendices
38
NOIT
SE
UQ
EG
NELL
AH
CE
SN
OP
SE
R
eht
sita
hW
rof
msina
hcem
lacitirctnial
pm
ockca
bdeef
tegtaht
stnemucod
gnivileb
dluohsserudecorp
dnaseiciloP
ottnatrop
misi
tieroferehT
sevorpmi
gninraelruo
saretteb
rokcabdeef
edivorpnac
detceffaesoht
wohetats
yl raelcro
elbaeganamnu
evitceffenievorp
yehtneh
wfinialp
mocevisserppo
bull bull bull
seifitnediylraelc
tahtycilop
stnialpmoc
aetaer
Csreb
mem
diapnudna
diaprof
ssecorpeht
srebme
mytinu
mmoc
dnastneilcsresu
ecivrestI
elbisseccas i
ssecorpstnialp
moceht
erusnEyllacisyhp
nacsklof
erehw
decalpeb
dluohselbissecca
tnereffidni
dereffodna
tissecca
nialpraelc
ninettir
web
osladluohs
tIsta
mrofelpoep
ybdessecca
ebnac
titaht
osegaugnal
slevelycaretil
suoir avhti
wycilop
ehtrof
kcabdeefrof
ssecorpeht
yfitnedI
weiver
eb
ycilo
pe
htlli
ww
oH
otdetaci
nu
mm
oce
blli
wo
hw
eso
ht ti
yb
detceffa
ehtyb
detceffeesoht
llaot
tnediveeb
dluohscorpseiciloP
tnatropmi
sinoitacinu
mmoc
fonalp
agnitaer
Cse
moctuobull bull bull bull bull bull
elbisnopsereb
lliw
ohw
elpoepeht
folla
yfitnedIeb
lliw
ohw
esohtdna
noitatnemelp
mirof
noitatnem elp
mieht
ybdetcap
misdnik
tnereffideht
sseccafo
stniopeht
yfitnedIyrassecen
sseccafo
sepytdna
noitatnemelp
mirof
elbisnopseresoht
llaerusnE
seitilibisnopserrieht
tuobaraelc
eraot
ycilopetacinu
mmoc
otnalp
ehtyfitnedI
s rebme
mytinu
mmoc
dnastneilcsresu
ecivresrehto
dnaegaugnal
ycaretilsserdd
Aseussi
ytilibisseccaseussi
eseh tsserdda
otnalp
aetaer
C
Appe
ndic
es
39
NOITSE
UQ
EG
NELLAH
CES
NOPSE
R
weivereht
sitah
Weludehcs
ehtodlli
woh
W
weiver
deweiver
ebdluohs
stnemucod
gnivilsa
serudecorpdna
seiciloPdluohs
ssecorpehT
tnemevorp
mirof
yltnetsisnocdna
ylralugernI
kcabdeefrof
ytinutroppoedivorp
otsa
oseludehcs
aedulcni
dnaseicilop
ehtyb
detceffaesohtlla
morftupni
tegot
redrotahtnesohc
rodetov
ebdluohs
sreweiver
fomaet
aserudecorp
sevitcepsrepfo
esabdaorb
atneserper
bull bull bull
roylraey-
seicilopfo
weiverrof
enile
mita
teSylraey-ib
ebdluohs
tahtspuorg
redlohekatseht
yfitnedIytisrevid
otnoitnetta
htiw
weivereht
nidevlovni
dnassenevitceffe
ehtssessa
otsloot
edivorPycilop
hcaefo
ytiuqe
ycilopsiht
seoD
egnellahclahcrairtap
laicosevisserppo
wo
Hs
mron
gnignellahcflesti
nisi
krowe
marfdetargetni
nagniylppA
neebevah
sufo
ynam
sareve
woHs
mronerutluc
tnanimod
morftrats
dluohse
wsdradnats
naciremA
htroN
ybdenoitidnoc
nide
marfeblli
wserudecorp
dnaseicilop
ruotaht
esimerp
ehtksa
otevah
ew
eroferehTsfeileb
dnaseulav
erutluctnani
modgnidlohpu
tonera
ew
erusnetaht
snoitseuqfo
seiresa
sevle sruonoisserppo
fos
metsysdehcnertne
bull bull bull bull bull bull bull
noisserppodna
yhcrairtapfo
seussieht
yfitnedIycilop
hcaeni
tnerehninihti
wseussi
esehtegnellahc
otwoh
ezigetartSnoitazinagro
ruoygnika
mnoisiced
ehtni
ycnerapsnarteht
weiveRsessecorp
seodtah
Weisevlesruoyrof
snoitseuqetaerC
noitazinagroruo
niekil
koolre
wopycilop
ehtmorf
stifeneboh
wyfitnedI
revore
wopa
dlohpuseicilop
hcihw
enimrete
Dkro
wemarf
emit-lluf
derihsteg
ohWei
-snoitseuq
ksAsi
erehW
denimreted
sihtsi
woH
emit-trap
senimreted
ohW
tegdubeht
nitneps
yenom
seitiroirp
Appendices
40
NOITSE
UQ
EG
NELLAH
CES
NOPSE
R
ehteblli
wtah
Wno
tcapmilaitnereffid
spuorgdezilanigra
m
dnatsrednuot
tnatropmi
sitI
emas
ehtnae
mton
seodlauqEyfitnedi
otspuorg
tnereffidno
seicilopfo
stcapmi
suoiraveht
foytilibissecca
troppusot
wohdna
eilsreirrab
ehtereh
wspuorg
suoiravrof
secivresdna
tnemyolp
me
bull bull bull bull
fos
mitcivera
ohw
elpoepfo
spuorgyfitnedI
noisserppoci
metsysspuorg
suoiravno
stcapmi
ehtyfitnedI
dnaytiuqe
ecnavdataht
stcapmi
hsiugnitsiD
tonod
tahtesoht
sseccaot
sreirrabegnahc
otsya
wezigetartS
ycilopehtlli
wwo
Hnoisserppo
egnellahcnoisserppo
cimetsys
rofseicilop
weiveR bullmsicar
bullaibohpo
mohmsixesoreteh
bullmsielba
bullmsiega
bullmsixes
bullmsirtneconhte
bullmsissalc
bullmsiti
mes-itnabull
msibarA-itnabull
noitanimircsid
suoigilerbull
msilainoloc
bull bull bull
tsrifnretse
wa
sahycilop
ehtfi
enimrete
D
weivdlro
wtuoba
noitpmussa
narof
ycilopeht
ssessAnoitautis
cimonoce-oicos
dnaegaugnalytilibafo
secnereferrof
egaugnaleht
weiveRsnoitp
mussasuoigilernoitazinoloc
Appe
ndic
es
Appendix F Glossary of Anti-Oppression Terms
Ableism Prejudice and discrimination against people living with mental emotional and physicaldisabilities or differences People living with disabilities experience this discrimination segrega-tion and isolation because of peoplersquos prejudices and institutional barriers not because of thedisability or difference itself Deaf Deafened and Hard of hearing people historically have experi-enced systemic ableist oppression as well
Anti-Semitism Discrimination or violence against Jews Judaism and the cultural intellectualand religious heritage of Jewish people The word Semite literally refers to ldquoany of the peoplessupposed to be descended from Shem son of Noah especially the Jews Arabs Assyrians andPhoeniciansrdquo However Anti-Semitism is mostly used to refer to prejudice discrimination andviolence directed at Jews
Class Economic and social groups People in the higher classes make decisions about theeconomy while other people work for wages or are kept out of the economy The things that markdifferences between classes include peoplersquos ability to meet their basic needs their level ofincome wealth and formal education and their connections with people and institutions thathave influence and power In the current economic structure rich people got their wealth bytaking advantage of people at the bottom and middle of the class structure
Classism Any practices and beliefs that judge and value people according to their social class orthe social class that other people assume they belong to Most workplaces use classist languagethat reflects and reinforces the social hierarchy For example they undervalue the work of sup-port staff and decisions do not include the knowledge and opinions of these workers
Colonialism When a foreign power dominates and exploits an indigenous group by taking theirland and resources and using them as cheap labor in order to make money It also means spe-cific era between the 1700s and 1900s when European countries expanded into the Americasand countries of the global South In Europe people justified these practices using racial doc-trines These ideas about hierarchies of race are still widespread Uncovering and challengingthe ideas and ongoing practices of colonialism are important parts of racial equity work
Culture The collective experience beliefs values knowledge economy and ways of life of agroup of people who share past or current experiences Culture changes constantly it is notstatic Every culture is shaped by the land and spaces people inhabit together Individual andgroup culture can also be shaped by language religion racialization gender experiences ofmigration and immigration social class political affiliation family influences age sexual orien-tation geographic origin ethnicity experiences of discrimination or lack of discrimination andexperiences fighting oppression
Disenfranchised Not having full rights as a citizen or not being able to fully participate as amember of the community
41
Appendices
Dominant Culture The beliefs values and judgments of groups with social power The dominantculture is created and maintained by people in the dominant social group People who do notbelong to the dominant group often believe that these values beliefs and judgments are trueinstead of seeing how they reflect the interests of people in power
Dominant group People whose social identity gives them power and privilege In most parts ofCanada dominant identities are White male English-speaking heterosexual able-bodied Chris-tian affluent and middle class thirty to sixty-five years of age university educated from centralCanada Many people have one or more dominant identities
Equity Peoplersquos rights as individuals or members of a group to an equitable share of theresources and influence in society Equity work analyses and challenges unfair systems andpractices and works towards creating outcomes and access that benefit people equally
Exploitation Taking unfair advantage of a person or a group for onersquos own gain or advantageExploitation can be systematic or individual
First Nations A term that reflects the process some Aboriginal peoples in Canada have used toname themselves The word ldquofirstrdquo recognizes the fact that Aboriginal peoples are the originalinhabitants of what is now called Canada The word ldquonationrdquo stresses the fact that Aboriginalpeoples are political collectives who had their own forms of government before Europeans beganto settle here Many First Nations peoples are fighting to re-establish that sovereigntybull The term also refers to a group of Aboriginal people who were previously called a ldquoBandrdquo by
the Department of Indian Affairsbull ldquoFirst Nationrdquo can also mean a group or several groups of Aboriginal people who have the
same ethno-cultural background
Gender identity Features that are tied to how an individual thinks of themselves as a man or awoman A personrsquos gender identity may not be the same as their biological sex
Gender roles The culturally specific behaviors and appearances constructed by a culture todefine what is expected of women and men The expectations of femininity and masculinity areimposed on individuals according to their biological sex
Harassment Persistent ongoing behavior conveying negative attitudes towards an individual orgroup to make them feel intimidated and humiliated Harassment is an exercise of power Itincludes any action that a person knows or should know is not welcome Harassment includesname-calling jokes slurs graffiti insults threats rudeness and crude gestures verbal or physi-cal abuse Human Rights Codes in most provinces prohibit harassment based on race religionsex ethnicity and the other prohibited grounds for discrimination
Heterosexism All practices that convey the message that heterosexuals are better than otherpeople including the assumption that everyone is or must be heterosexual It operates like otherforms of prejudice and discrimination giving privilege and rights to members of the dominantgroupndashheterosexualsndashand not to gay or lesbian people
42
Appe
ndic
es
Hierarchy A system that gives individuals or groups different positions and power People andgroups with a higher rank have more power resources and value than individuals or groups witha lower rank For example in a patriarchy men are given more value than women
Immigrants People who have arrived and settled in Canada in their lifetime Sometimes peopleuse the word incorrectly to refer to Canadian-born racialized people because they assume thatall racialized people were born elsewhere
Inclusive Making sure that all members of the community are represented or involved in allaspects of the community
Integrated Combining information and values from a variety of people and sources in order toget a fuller result that is more inclusive
Islamaphobia The systemic ways and individual practices of racism that target Arab people andhave particular impact on them Some examples include negative stereotyping of Muslim peopledepicting Islam as essentially violent and fundamentalist assuming that all Arabs are Muslimand all Muslims are Arabs
Landed immigrant Persons with legal status who are permanent residents of Canada ratherthan visitors refugee claimants temporary workers or citizens
Marginalization A process that keeps groups or individual from having access to all or part ofthe resources and activities of the community
Oppression When one social group takes advantage of another social group either knowinglyor unconsciously Oppression gives the dominant group privilege and marginalizes anddisenfranchises the subordinated group The dominant social group can use force or social insti-tutions and resources to achieve oppression After a time individual members of the dominantgroup do not need to do anything and unequal treatment becomes so much a part of the socialinstitutions and structures that it seems normal
People of colour Any person who is not White or Aboriginal This term was first adopted in theUnited States by racialized people who were trying to name themselves with a positive identityrather than as ldquonon-whitesrdquo ldquocolouredrdquo ldquoethnicsrdquo or ldquovisible minoritiesrdquo
Privilege Unearned power that gives members of the dominant group economic social andpolitical advantages Privilege also means rights that everyone should have but that are deniedto some people
Racism Any aspect of Canadian society that openly or subtly makes White people and Whitenessnormal and valuable while making racialized communities invisible or devaluing stereotypingand labeling people of colour as ldquoothersrdquo who are different or inferior
43
Appendices
Individual racism The beliefs attitudes and actions of individuals that support or maintainracism Individual racism can be conscious or unconscious It can be active or passive
Institutional racism The network of structures policies and practices in systems and institutionsthat give White people advantages and that discriminate oppress and disadvantage racializedpeople
RacializationRacialized Racial identities are not fixed categories They are shaped by historynationality gender class and identity politics Racial designations often differ from country tocountry The term racialization or racialized makes explicit the ways in which we are socialized todifferentiate groups of people on the basis of superficial physical characteristics where White isthe norm It emphasizes the active process of categorizing people while at the same time reject-ing ldquoracerdquo as a scientific category
Refugee Persons who have to flee their country because they have a ldquowell-foundedrdquo fear ofpersecution based on race religion nationality political opinion or membership in a particularsocial group
Religious discrimination Any institutional or individual practices that exclude and discriminateagainst a person because of their religion In Canada many workplaces do not provide equitablyfor all religions Recently the Supreme Court has ruled that employers must accommodate em-ployees whose religious observances are not recognized in the Christian-based statutory holidayssuch as Easter and Christmas Religious discrimination is often linked to other forms of discrimi-nation For example Irish Catholics were often marked by their class ethnic origins and lan-guage as well as their Catholicism Racialized Muslims often experience racism mixed withreligious discrimination
Sexism Systemic and individual practices that give men privilege make women subordinate andthat shame values identified with women
Social Location or Social Identity A personrsquos membership in a socially constructed groupThese groups are often identified according to superficial characteristics such as skin colourcountry of origin religious beliefs body form etc
Structural This approach to equity work believes that the thoughts and behaviors of the indi-vidual are created and guided by various social structures such as capitalism andor neo-liberal-ism and are therefore limited The focus for change is raising awareness of the limits and chal-lenging the structures
Systemic racism The conscious or unconscious policies procedures and practices that excludemarginalize and exploit racialized people Systemic racism is supported by institutional powerand by powerful ideas often unexamined ones which make racism look normal and justified Forexample institutions that do not have effective complaints procedures or performance appraisaland promotion processes that use equity competencies make it possible for individuals to beracist
44
Appe
ndic
es
45
Transgender person A person who is not comfortable with or who rejects some or all of thegender identity given to their biological sex This is an umbrella terms used to describe trans-sexuals transvestites or cross-dressers and intersex people
Transsexual Someone who has a very strong feeling that they are living in the wrong sex A maletranssexual needs to live as a woman and a female transsexual needs to live as a man Somebut not all transsexuals have surgery to reassign their sex Some have procedures to partiallyreassign their sex and some use hormone therapy A transsexual can be heterosexual homo-sexual or bisexualWhite Refers to people belonging to the dominant racial group enjoy skin privilege in NorthAmerica Australia New Zealand and anywhere European colonialism has created racial inequityThe term ldquoWhiterdquo is capitalized for different reasons than other racial designations ndash Aboriginaland Black The latter identities are claimed with pride in opposition to the names imposed bydominant White society One of the ways that racism operates is to leave the racial identity ofWhite people unidentified ldquoWhiterdquo is capitalized to interrupt the privilege of having Whitenessgo unnamed
White Supremacy A system based on assumption of the ldquorightness of Whitenessrdquo in whichpolitical economic and social systems result in White people having more privilege and powerthan racialized people
many of the terms in the glossary were adapted with permission from Dancing on Live Embers ChallengingRacism in Organization by Tina Lopes and Barb Thomas Toronto Between the Lines 2006
Appendices
Appendix G Focus Group Findings
The following points are the relevant themes that emerged from the focus groups The groups wereasked to answer the following questions
1 How well has your organization and the various sectors practiced an integrated approach to anti- oppression
bull overall feeling that most are doing pretty good workbull some feel frustrated that the policies etc are not fully put into practice by all staff at an
agencybull feeling that the work is silorsquod and separated ndash working on one oppression at a timebull that the work is framed from a white middle class perspectivebull the work is not happening fast or often enough ndash ie deaf woman services gaps and barriers
2 What are the effective practices in the various areas ie policies programming outreach training org development
bull be committed inventive constantly evolve vigilantbull open to change pushing for changebull inclusion at all levels of an organization working together on committees and groupsbull engage diversity responsive to different needs
3 Where are the challengesbull funding shortages piecemeal and targeted on specific groups onlybull lack of accountability lack of clear policies and proceduresbull lack of inclusivity and diversitybull lack of time to be together communicate etcworkloads of service providersbull silorsquod workbull systemic exclusion internal and societal institutions
4 Visions and suggestions for changebull core guidelines with key values ndash written down and put into practicebull accountability in staff and managementbull commitment from all levelsbull everyone open to challengebull look at themes not populationsbull community drivenbull training and toolsbull fully funded and supported by structures
5 Who would take up the facilitation of changebull not one personbull coalitionsbull community groupsbull all levels of organization including service users
46
Appe
ndic
es
Recommendation(s)
a Conduct a review of existing policies procedures and practices that organizations feel repre-sent their best efforts of an integrative anti-oppressive framework
b Working groups should be created to develop the most effective integrative policies andprograms The groups should include diverse members from different social locations com-munities and be representative of all levels of the organization including service users
c Organizations must support this work by allocating time personnel and resourcesd Organizations must demonstrate commitment to the work by reviewing all policies proce-
dures and programs through the lense of an integrative anti-oppressive frameworke A tool kit should include templates of policies and procedures to simplify the writing of work
done by the committeesworking groupf This work is not static and must be revisited regularly in order to incorporate new informa-
tiong Organizations should offer regular training and workshops on how to put an integrative anti-
oppression framework into practiceh Organizations must hold staff and volunteers accountable to adhering to agency practice by
offering training and supervision including key values in mandate and mission statementsand integrative anti-oppressive practices in personnel and volunteer policies
Focus group participants
The following organizations participated in focus groups in 2005-06 for the Integrative Anti-Oppression Project
Woman Abuse CouncilFCJ Refugee Centre519 Community CentreNelliersquosSpringtidersquos Women with Disabilities ProgramToronto Rape Crisis CentreMulticultural Women Against RapeCentral Neighbourhood HouseAccess Alliance Multicultural Community Health CentreA Commitment to Training and Employment for Women (ACTEW)Arab Community Centre of TorontoAssaulted Womenrsquos HelplineBarbara Schlifer Counselling ClinicBlack Creek Community Health CentreCentral Family IntakeErnestine Womenrsquos ShelterFamily Services AssociationFlemingdon Neighborhood ServicesKorean Canadian Womenrsquos Association
47
Appendices
Macaulay Child Development CentreSt Christopherrsquos HouseSt Joseph Womenrsquos Health CentreSt Michael HospitalStonegate Community Health CentreUrban Alliance on Race RelationsWomenrsquos Counselling Referral and Education CentreYorktown ShelterYWCA
48
Appendix H References
Dancing on Live Embers Challenging Racism in Organizations Tina Lopes and Barb Thomas Be-tween the Lines Toronto 2006
Campbell C (2003) Anti-oppressive social work Promoting equity and Social Justice Editor DrCarolyn Campbell Halifax Nova Scotia Dalhousie UniversityRetrieved Jan 22 2008httpaoswsocialworkdalcawhatisaoswhtml
Roundtable on Anti-Oppression Politics in Anti-Capitalist Movements Edited by Sharmeen Khan ndashparticipants in the roundtable Kirat Kaur Junie Deacutesil Gary KinsmanRetrieved Jan 22 2008httpuppingtheantiorgnode1380
Williams C (2003) ldquoSeeking Cultural Competence What Is It How Do You Develop It and How DoYou Know When Yoursquove Got Itrdquo In WShera (Ed) Emerging Perspectives on Anti-Oppressive Practice(pp 265 - 278) Toronto Canadian Scholarsrsquo Press Inc
- Front Page1-1
- ManualModEN2
- ManualModEN3
- ManualModENCon
-
Applying Integrated Anti-oppression To Policies
Assessing the recommendationsAs soon as possible the decision-makers in the organization should review the recommendationsand fill out the right-hand columns of the recommendations report The management or Board ofDirectors must decide Who is responsible They must also set a Timeline
The organization is not required to act immediately on all of the committeersquos recommendationsSome recommendations may not be possible or viable in the immediate future and may need longerterm planning
To decide how to implement the recommendations the decision-makers should considerbull how urgent the issue isbull the workloads of the staff involved in changing the policybull the fiscal timingbull what research the organizations needs andbull how much time the organization needs to prepare
For example a policy change that does not involve employment standards or financial supports couldbe implemented fairly quickly A policy change that involves rewriting translating and adaptingpolicies will takes time so it may not be implemented until well after the organization has finishedtaking care of its year-end reporting responsibilities
Once the Board or management has done this work they should give copies of their completedreport to every member of the committee and to all staff volunteers and community members whoare affected by the policy This helps keep the policy process open and helps people feel that thepolicy process is collaborative among everyone in the organization
Use the ldquoReport of recommendationsrdquo chart on page 31 (Appendix A) to record your decisions
22
Appl
ying
Inte
grat
ed A
nti-o
ppre
ssio
n To
Pol
icie
s
Here is a sample report of recommendations
Report of recommendations
23
noitadnemmoceR elbisnopsersiohW enilemiT
diapwollaottnemetatsycilopegnahCsuoigileraevahtahtsyadilohyrotutats
yllacificepsnoitcennoclarutlucroyadirFdooGyaDgnixoByaDsamtsirhC
otyaDsraeYweNdnayadnoMretsaErosuoigilerhtiwdegnahcxeeb
toneratahtsetadtnatropmiyllarutlucsdradnatstnemyolpmeehtnideifitnedi
tca
ehtfoeettimmoCyciloPsrotceriDfodraoBrotceriDevitucexE
shtnom6nihtiW
neewtebeciffoehtesolctonoDdaetsnIsraeYweNdnasamtsirhC
tahtsyadretaolfsaesohtreffoyehtrevenehwekatnacseeyolpme
esoohc
ehtfoeettimmoCyciloPsrotceriDfodraoBrotceriDevitucexE
shtnom6nihtiWtxenehterofeb(
)erusolc
nitnemyolpmefoslevelehtllayfitnedItcartnocsahcusnoitazinagroeht
sruoh12nahtsselemit-trapsrekrowrofseifilauqhcaerehtehwyfitnedIcte
ffoemitdiap
ehtfoeettimmoCyciloPsrotceriDfodraoB
shtnom3nihtiW
hcussmretniatrecfosnoitinifedddAycilopehtotsyadilohyrotutatssa
oiratnOehtotecnereferekaMtahtnoitalugeRsdradnatStnemyolpmE
ycilopsihtstceffa
ehtfoeettimmoCyciloPsrotceriDfodraoB
shtnom3nihtiW
ycilopehtfoypocdrahatuotnirPseiciloprehtohtiwrednibanitituP
siohwenoyreveerehwrednibehtecalPdnatisseccanacycilopehtybdetceffa
tidaer
rotceriDevitucexEsreganaMmargorP
shtnom3nihtiW
emitynanisyadfoegnahcxeedulcnIswonkenoyrevetahtoserudecorpffo
odottahw
rotceriDevitucexEsreganaMmargorP
shtnom6nihtiW
Appendices
Part 3 Appendices
Appendix A Forms
Appendix B Sample Terms of Reference
Appendix C Sample Conflict Resolution Guidelines
Appendix D Sample Decision Making Chart
Appendix E Framework for policy development and review
Appendix F Glossary of Anti-Oppression Terms
Appendix G Focus Group Findings
Appendix H References
24
Appe
ndic
es
Appendix A Forms
bull Plan for policy reviewbull Work planbull How accessible is this policybull How does this policy affect different peoplebull Policy gaps and what we can dobull Report of recommendations
25
Appendices
Plan for policy review
26
etaD aerA weiverotseicilopfotsiL
1raeY
2raeY
3raeY
Appe
ndic
es
Work plan
otsdeentahWneppah
siohWelbisnopser
sksaT eniLemiT
27
Appendices
How accessible is this policy
seYsdeeN
krownoitnettAfosaerA
aniycilopehtsInoitacoleerf-reirrab
nielbaliavaycilopehtsIstamroftnereffid
tuobatnemmocetivniewoDtamrofeht
ninettirwycilopehtsIrofysaesitahtegaugnal
dnatsrednuotstneilctsom
ylisaeebycilopehtnaCrehtootdetalsnart
segaugnal
tiohwyasycilopehtseoDstceffa
siohwyastiseoDrofelbisnopser
tignitnemelpmi
suoiravtcelferycilopehtseoDseulavdnasfeileblarutluc
ehtnissecorpasierehtfIspetsehteraycilop
otelbatpadadnaelbixelfsecnereffidetadommocca
etivniycilopehtseoDkcabdeefevigotelpoep
tahwtuobastnemmocdnasyasti
28
Appe
ndic
es
How does this policy affect different people
snoitseuQ noitnettAfosaerA
neebycilopehtsahwoHdetnemelpmi
evahsecitcarpdnaserudecorptahWdetluser
ycilopsihtmorfstifenebohW
woH
tifenebtonseodohW
woH
otsreirrabehtyfitnediuoynaCeraepyttahWstcapmielbatiuqe
)ctelaicnanifdetalsigel(yeht
dnasnoitseuqstnemmoctahWsihttuobaevahelpoepodstnialpmocserudecorpdnasecitcarpehtroycilop
detaercsahycilopsihttaht
ecivresffatsehtodtahWrosrebmemytinummocsresu
ycilopsihttuobayassreetnulov
29
Appendices
Policy gaps and what we can do
seYsdeeN
krownoitnettAfosaerA
wohyasycilopehtseoDeblliwelpoeptnereffid
detceffa
lliwelpoeptahttimdatiseoDsyawtnereffidnidetceffaeb
hguoneelbixelfycilopehtsItnereffidehtotdnopserot
elpoeptahtsecneirepxedevilevah
elbixelftonsiycilopehtfIehttahwyastiseod
otodlliwnoitazinagrosihtegnahc
egnahcrofnalpehtseoDsenilemitedulcni
wohyasycilopehtseoDrotupnievignacelpoepehtwohtuobakcabdeef
mehtstceffaycilop
edulcniycilopehtseoDdnasmronlarutlucesrevid
seulav
yehteratahW
30
Appe
ndic
es
Report of recommendations
noitadnemmoceR siohWelbisnopser
enilemiT
31
Appendices
Appendix B Sample Terms of Reference ndash Policy Review Committee
PreambleINSERT YOUR ORGANIZATION NAME is committed to applying an integrated anti-oppression frame-work to all undertakings of the organization To that end the organization will ensure that all poli-cies will be regularly reviewed and updated to reflect an integrated anti-oppression perspective
MandateThe mandate of the Policy Review Committee is to review the policies listed below with the objectiveof providing the organization with feedback and recommendations as to how the policies can betterreflect an integrated anti-oppression analysis The committee may also recommend the deletion oraddition of policies in this process
Type of Committee
The Policy Review Committee is a short term project based committee composed of communitymembers from the service area of YOUR ORGANIZATION NAME and frontline staff managementvolunteers Board and people who have accessed our service
Composition
Members should self-identify in one or more of the following waysbull racialized or aboriginalbull people who have little or no decision making power in the organization including service usersbull members of a marginalized groupbull representative of the demographic of organizationrsquos community
Timeline
The committee will complete the said work in a period of not longer than INSERT DATE HERE (3months from the start date of the review)
Deliverables Recommendations Report
Scope
Committee members shall have access to the policies of the organization mission statement by-laws salary grids collective agreements board meeting minutes complaints received strategicplan and all other relevant documents with the exception of the followingbull personnel filesbull in-camera Board meeting minutesbull client filesbull private legal material
32
Appe
ndic
es
Appendix C Sample Conflict Resolution Guidelines ndash Policy ReviewCommittee
PrinciplesIt is in places of conflict that the potential for change exists Conflicting ideas beliefs and valueswill ensure a rich dialogue and essential learning opportunities for everyone Committee membersare charged with reminding themselves that the committee exists in the service of the organizationwith the ultimate goal of better serving the community Each person on the committee has theresponsibility to deal directly with each other and commit to engaging with each other as allies inthis work
The organization will endeavor to assemble the relevant material that will be useful in meeting theobjectives of the committee prior to the beginning of the project and will ensure that any relevantmaterials will be delivered to the committee as quickly as possible
The decisions and recommendations of the committee do not bind the organization into action TheBoard of Directors andor Executive Director of the organization will review the recommendations ofthe committee and ultimately decide what can be instituted
Budget and Additional Resources
The Policy Review Committee has a budget of $$$$$ The budget will cover the committee costs- member expenses childcare travel long distance calls honorarium- meeting expenses accessible meeting room refreshments conference calls- accessibility expenses ASL interpretation note taking attendant care- supplies photocopying office supplies
Staff resource- maintain minutes and discussion notes for the committee- retrieve documents that the committee requires- assist in organizing meetings and refreshments for meetings
Meetings
Meetings will be held at an accessible meeting space ndash onsite at the organization if possible
The committee is responsible to elect co-chairpersons during the first committee meetingThe responsibilities of the co-chairs in consultation with the whole committee are tobull organize meetingsbull develop the agendabull organize committee communicationbull keep committee members on taskbull organize the completion of the final reportbull maintain communication with the organization including updates requests concerns etc
33
Appendices
34
Remember that resolving conflict does not necessarily mean that a person will change their view-point or opinion A resolution of conflict implies that each party has had the opportunity to sharetheir perspective be heard have opportunity for discussion and then have closure
How we deal with our colleagues when we have a different opinion or viewpoint can either open usup to new learning or shut us down The following are some key points to keep in mind
i Recognize that conflict is a healthy part of communication if all parties understand theirresponsibilities in the process
ii Parties should approach the process with the idea of creating a learning environmentiii Parties should be prepared to listen to each other ndash that is really listen without interrupt-
ing or preparing your argument in your headiv If you are challenging a statement made by another person ndash it is important to state
concisely where you believe the problem lies and if it furthers the learning moment tostate the impact on yourself
v Do not belabor the point or make comments about the otherrsquos motivation for the state-ment (ie They are ignorant bigoted etc)
vi The person who has been challenged should take away the information to think aboutwhere their learning lies ndash the statement back to the challenger should include how youwill approach the information that was shared with you from the other person
vii If you do not agree with the challengerrsquos view ndash further dialogue may be necessaryviii State your own view and where you believe the problem liesix Each person is responsible to think critically about the otherrsquos view with a goal of finding
common ground andor compromise andor the decision to agree to disagree ndash which isallowing space for differing points of view
x It is important that both parties do not disengage from the process by complaining orexpressing dissatisfaction about the other person to other people ndash that kind of behaviorlowers the integrity of the process and the party who engages in it
xi Try to understand each otherrsquos perspective without judging the person or making assump-tions about each other
Co-chairs responsibilitiesbull reminding members of the guidelines of conflict resolutionbull arranging time in the agenda to address conflict in the groupbull mediating conversations between the parties in conflictbull negotiating resolutionbull If the conflict is in regards to making a decision The co-chairs should refer to the decision
making guidelines
The guidelines presented above should not be used in situation of discrimination and abuse Inthose situations the committee should follow the procedures in the organizations anti-discriminationor anti-harassment policies
Appe
ndic
es
35
snoitpO snosaeRstifeneBrof
snosaeRsmelborPtsniagA
puorGnoisiceD
rofsnosaeRnoisiceD
Appendix D Sample Decision Making Chart ndash Policy Review Committee
Appendices
36
App
endi
x E
Fra
mew
ork
for p
olic
y re
view
and
dev
elop
men
t
We
deve
lope
d th
is fr
amew
ork
duri
ng th
e fir
st p
hase
of t
his
proj
ect
Its
purp
ose
is to
hel
p or
gani
zatio
ns u
se a
n in
tegr
ated
ant
i-opp
ress
ion
fram
ewor
k ap
proa
ch w
hen
revi
ewin
g an
d de
velo
ping
pol
icie
s
NOITSE
UQ
EG
NELLAH
CES
NOPSE
R
esoprupeht
sitah
Wrodna
ycilopsiht
foerudecorp
erusneotyrassecen
siycilop
aneh
wwonk
ottluciffid
ebn ac
tIruoy
tahterusne
otdna
seicilopyna
moot
gnitaercton
erauoy
ehtgniyfitnedI
stnemetats
gnitcilfnocgnika
mton
e raseicilop
edivorpsalle
wsa
sllaftipeseht
diovapleh
nacesoprup
otyrassecen
eblliw
serudecorptah
wdna
wohot
sanoi tcerid
esoprupeht
teem
bull bull bull bull
ycilopeht
rofelanoitar
ehtedivorP
tnetniytiuqe
ehtyfitnedi
ylraelCseitilibisnopser
evitalsigelyfitnedI
)s(ycilopetairporppa
ehtot
serudecorpkniL
tifycilop
ehtseo
Dycnega
ehtnihti
wnoissi
metad nam
rodnatne
metatsseulav
fotne
metatssfeileb
dna
woH
dnaetadna
mrieht
eniltuotaht
stnemetats
evahseicnega
ynaM
roFetadna
meht
teemlli
wyeht
wohtuoba
sfeilebrieht
elpmaxe
nasi
nemo
wllatsniaga
ecneloivlladne
otelpmaxe
er usneneht
tsum
wolloftaht
seiciloPtne
metatsnoissi
ma
fotsniaga
ecneloivgnitauteprep
tonsi
noitazinagroeht
tahtnoisserppo
ronoisulcxe
fomrof
ehtni
nemo
w
bull bull bull bull bull
fotne
metatsstnemucod
tnavelerllaweiveR
ctetnemetats
noissimetadna
msfeilebeht
stroppusycilop
ehtfi
enimrete
Detadna
mnoissim
seitiugibma
ehtyfitnedI
seulaveht
htiw
st sartnocycilop
ehtfi
enimrete
Dnoitazinagro
ehtfo
ycilopeht
oteka
mnac
uoysegnahc
ehtyfitnedI
tievorp
miot
tifyc ilop
ehtseo
Deht
htiw
snoitazinagronoitisoplacitilop
wo
H
tahtnoitisop
nasitrapa
naem
tonseod
noitisoplacitilopA
ynamrehtaR
ytraplacitilopralucitrap
astroppus
seussiralucitrap
nosnoitisopdepoleved
evahsnoitazinagro
noitazinagrotsini
mefa
ebya
mnoitazinagro
ruoyelp
maxeroF
dluow
serudecorpdna
seicilopruoy
noitazinagrotsini
mefa
sAytiuqe
yapeikro
wemarf
ytilauqesna
mow
awollof
ctestifenebrevigeracyli
mafdednapxe
bull bull
snoitisoplanoitazinagroeht
ssucsiddna
yfitnedItub
nettirwnu
erataht
seussilaicosgnidrager
esohtfo
emoS
noitazinagroruoy
nihtiw
tsixeyap
msireetnulovsvrobal
diapedulcniya
mcteseussi
htlaehlatnemytiuqe
-tne
metatsfeileb
aot
snoitisopetairporppa
ddAtsixe
tonseod
enofi
enoetaerc
ro
Appe
ndic
es
37
NOITSE
UQ
EG
NELLAH
CES
NOPSE
R
teem
ycilopeht
seoD
sdradnatsmu
minim
noitalsigelrobal
fosthgir
namuh
ycavirpnoitalsigelrednufnoit alsigel
dnastne
meergalautcartnoc
rehtostne
meerga
mehtdeecxe
tiseo
D
lautcartnocdna
evitalsigeltee
mylraelc
dluohsseiciloP
nettirw
si)noitalsigel
ytiuqeneve(
noitalsigeLseitilibisnopser
ehtno
desabsi
tahtkro
wemarf
erutluctnani
moda
morfeht
tcetorpot
keesyehT
spuorgsuonego
mohfo
noitpmussa
elpoepfo
sthgireht
ecnavdatonelpoep
dezilanigram
fosthgir
dnoyebog
dluohsseicilopkro
wemarflanoitcesretni
naylppa
oTsdradnatsla
minim
bull bull bull bull
snoitazinagroeht
dnatsrednudna
weiveR
waleht
rednuseitilibisnopser
seitilibisnopserdnatsrednu
dnastcartnoc
weiveRstcartnoc
fos
mreteht
rednullaf
snoitatcepxemu
minim
ehtereh
wyfitnedI
sseccaot
tnemevorp
midna
tnemecnavda
fot rohs
ytiuqedna
lauqetroppus
nacnoitazinagro
ruoysya
wyfitnedI
ytinutroppo
sihtseod
woH
erudecorpycilopeht
tc apmi
snoitazinagrotegdub
fI
mehttne
melpmi
ottcap
miyrategdub
evahod
seicilopyna
Mot
elbissopmi
emoceblli
wycilop
ehtdezingocer
tonsi
sihttub
ycilopdab
asi
tiesuaceb
ton-
dedracsideb
dnawollof
rofdetnuocca
tonere
wnoitatne
melpmi
fostsoc
ehtesuaceb
bull bull bull bull
htiw
detaicossastsoc
ehtllayfitnedI
ycilopeht
fonoitatne
melpmi
ralugerfo
trapera
stsoceht
erehw
yfitnedIedulcni
dluow
reganam
foyralaSei
-ssenisub
noisivrepusffats
stsoclanoitiddayfitne dI
ylgnidroccategduB
otelbisnopser
sioh
Wsi
ycilopsiht
erusnedna
dootsrednudecrofne
elbisnopsersi
ohw
etatsylraelc
tsum
serudecorpdna
seiciloPhcaEssenevitceffe
gnitaulavedna
gnirotinomtuo
gniyrracrof
detatsylraelc
e bdluohs
elorsnosrep
bull bull
diapnudna
diapfo
selorsuoirav
ehtyfitnedI
noitazinagroeht
fosreb
mem
ehttuo
yrraclliw
ohw
srebme
meht
yfitnedIsreb
mem
ehtetaulave
dnaesivrepusserudecorp
ycilopeht
etaulavedna
weiveretaerc
Appendices
38
NOIT
SE
UQ
EG
NELL
AH
CE
SN
OP
SE
R
eht
sita
hW
rof
msina
hcem
lacitirctnial
pm
ockca
bdeef
tegtaht
stnemucod
gnivileb
dluohsserudecorp
dnaseiciloP
ottnatrop
misi
tieroferehT
sevorpmi
gninraelruo
saretteb
rokcabdeef
edivorpnac
detceffaesoht
wohetats
yl raelcro
elbaeganamnu
evitceffenievorp
yehtneh
wfinialp
mocevisserppo
bull bull bull
seifitnediylraelc
tahtycilop
stnialpmoc
aetaer
Csreb
mem
diapnudna
diaprof
ssecorpeht
srebme
mytinu
mmoc
dnastneilcsresu
ecivrestI
elbisseccas i
ssecorpstnialp
moceht
erusnEyllacisyhp
nacsklof
erehw
decalpeb
dluohselbissecca
tnereffidni
dereffodna
tissecca
nialpraelc
ninettir
web
osladluohs
tIsta
mrofelpoep
ybdessecca
ebnac
titaht
osegaugnal
slevelycaretil
suoir avhti
wycilop
ehtrof
kcabdeefrof
ssecorpeht
yfitnedI
weiver
eb
ycilo
pe
htlli
ww
oH
otdetaci
nu
mm
oce
blli
wo
hw
eso
ht ti
yb
detceffa
ehtyb
detceffeesoht
llaot
tnediveeb
dluohscorpseiciloP
tnatropmi
sinoitacinu
mmoc
fonalp
agnitaer
Cse
moctuobull bull bull bull bull bull
elbisnopsereb
lliw
ohw
elpoepeht
folla
yfitnedIeb
lliw
ohw
esohtdna
noitatnemelp
mirof
noitatnem elp
mieht
ybdetcap
misdnik
tnereffideht
sseccafo
stniopeht
yfitnedIyrassecen
sseccafo
sepytdna
noitatnemelp
mirof
elbisnopseresoht
llaerusnE
seitilibisnopserrieht
tuobaraelc
eraot
ycilopetacinu
mmoc
otnalp
ehtyfitnedI
s rebme
mytinu
mmoc
dnastneilcsresu
ecivresrehto
dnaegaugnal
ycaretilsserdd
Aseussi
ytilibisseccaseussi
eseh tsserdda
otnalp
aetaer
C
Appe
ndic
es
39
NOITSE
UQ
EG
NELLAH
CES
NOPSE
R
weivereht
sitah
Weludehcs
ehtodlli
woh
W
weiver
deweiver
ebdluohs
stnemucod
gnivilsa
serudecorpdna
seiciloPdluohs
ssecorpehT
tnemevorp
mirof
yltnetsisnocdna
ylralugernI
kcabdeefrof
ytinutroppoedivorp
otsa
oseludehcs
aedulcni
dnaseicilop
ehtyb
detceffaesohtlla
morftupni
tegot
redrotahtnesohc
rodetov
ebdluohs
sreweiver
fomaet
aserudecorp
sevitcepsrepfo
esabdaorb
atneserper
bull bull bull
roylraey-
seicilopfo
weiverrof
enile
mita
teSylraey-ib
ebdluohs
tahtspuorg
redlohekatseht
yfitnedIytisrevid
otnoitnetta
htiw
weivereht
nidevlovni
dnassenevitceffe
ehtssessa
otsloot
edivorPycilop
hcaefo
ytiuqe
ycilopsiht
seoD
egnellahclahcrairtap
laicosevisserppo
wo
Hs
mron
gnignellahcflesti
nisi
krowe
marfdetargetni
nagniylppA
neebevah
sufo
ynam
sareve
woHs
mronerutluc
tnanimod
morftrats
dluohse
wsdradnats
naciremA
htroN
ybdenoitidnoc
nide
marfeblli
wserudecorp
dnaseicilop
ruotaht
esimerp
ehtksa
otevah
ew
eroferehTsfeileb
dnaseulav
erutluctnani
modgnidlohpu
tonera
ew
erusnetaht
snoitseuqfo
seiresa
sevle sruonoisserppo
fos
metsysdehcnertne
bull bull bull bull bull bull bull
noisserppodna
yhcrairtapfo
seussieht
yfitnedIycilop
hcaeni
tnerehninihti
wseussi
esehtegnellahc
otwoh
ezigetartSnoitazinagro
ruoygnika
mnoisiced
ehtni
ycnerapsnarteht
weiveRsessecorp
seodtah
Weisevlesruoyrof
snoitseuqetaerC
noitazinagroruo
niekil
koolre
wopycilop
ehtmorf
stifeneboh
wyfitnedI
revore
wopa
dlohpuseicilop
hcihw
enimrete
Dkro
wemarf
emit-lluf
derihsteg
ohWei
-snoitseuq
ksAsi
erehW
denimreted
sihtsi
woH
emit-trap
senimreted
ohW
tegdubeht
nitneps
yenom
seitiroirp
Appendices
40
NOITSE
UQ
EG
NELLAH
CES
NOPSE
R
ehteblli
wtah
Wno
tcapmilaitnereffid
spuorgdezilanigra
m
dnatsrednuot
tnatropmi
sitI
emas
ehtnae
mton
seodlauqEyfitnedi
otspuorg
tnereffidno
seicilopfo
stcapmi
suoiraveht
foytilibissecca
troppusot
wohdna
eilsreirrab
ehtereh
wspuorg
suoiravrof
secivresdna
tnemyolp
me
bull bull bull bull
fos
mitcivera
ohw
elpoepfo
spuorgyfitnedI
noisserppoci
metsysspuorg
suoiravno
stcapmi
ehtyfitnedI
dnaytiuqe
ecnavdataht
stcapmi
hsiugnitsiD
tonod
tahtesoht
sseccaot
sreirrabegnahc
otsya
wezigetartS
ycilopehtlli
wwo
Hnoisserppo
egnellahcnoisserppo
cimetsys
rofseicilop
weiveR bullmsicar
bullaibohpo
mohmsixesoreteh
bullmsielba
bullmsiega
bullmsixes
bullmsirtneconhte
bullmsissalc
bullmsiti
mes-itnabull
msibarA-itnabull
noitanimircsid
suoigilerbull
msilainoloc
bull bull bull
tsrifnretse
wa
sahycilop
ehtfi
enimrete
D
weivdlro
wtuoba
noitpmussa
narof
ycilopeht
ssessAnoitautis
cimonoce-oicos
dnaegaugnalytilibafo
secnereferrof
egaugnaleht
weiveRsnoitp
mussasuoigilernoitazinoloc
Appe
ndic
es
Appendix F Glossary of Anti-Oppression Terms
Ableism Prejudice and discrimination against people living with mental emotional and physicaldisabilities or differences People living with disabilities experience this discrimination segrega-tion and isolation because of peoplersquos prejudices and institutional barriers not because of thedisability or difference itself Deaf Deafened and Hard of hearing people historically have experi-enced systemic ableist oppression as well
Anti-Semitism Discrimination or violence against Jews Judaism and the cultural intellectualand religious heritage of Jewish people The word Semite literally refers to ldquoany of the peoplessupposed to be descended from Shem son of Noah especially the Jews Arabs Assyrians andPhoeniciansrdquo However Anti-Semitism is mostly used to refer to prejudice discrimination andviolence directed at Jews
Class Economic and social groups People in the higher classes make decisions about theeconomy while other people work for wages or are kept out of the economy The things that markdifferences between classes include peoplersquos ability to meet their basic needs their level ofincome wealth and formal education and their connections with people and institutions thathave influence and power In the current economic structure rich people got their wealth bytaking advantage of people at the bottom and middle of the class structure
Classism Any practices and beliefs that judge and value people according to their social class orthe social class that other people assume they belong to Most workplaces use classist languagethat reflects and reinforces the social hierarchy For example they undervalue the work of sup-port staff and decisions do not include the knowledge and opinions of these workers
Colonialism When a foreign power dominates and exploits an indigenous group by taking theirland and resources and using them as cheap labor in order to make money It also means spe-cific era between the 1700s and 1900s when European countries expanded into the Americasand countries of the global South In Europe people justified these practices using racial doc-trines These ideas about hierarchies of race are still widespread Uncovering and challengingthe ideas and ongoing practices of colonialism are important parts of racial equity work
Culture The collective experience beliefs values knowledge economy and ways of life of agroup of people who share past or current experiences Culture changes constantly it is notstatic Every culture is shaped by the land and spaces people inhabit together Individual andgroup culture can also be shaped by language religion racialization gender experiences ofmigration and immigration social class political affiliation family influences age sexual orien-tation geographic origin ethnicity experiences of discrimination or lack of discrimination andexperiences fighting oppression
Disenfranchised Not having full rights as a citizen or not being able to fully participate as amember of the community
41
Appendices
Dominant Culture The beliefs values and judgments of groups with social power The dominantculture is created and maintained by people in the dominant social group People who do notbelong to the dominant group often believe that these values beliefs and judgments are trueinstead of seeing how they reflect the interests of people in power
Dominant group People whose social identity gives them power and privilege In most parts ofCanada dominant identities are White male English-speaking heterosexual able-bodied Chris-tian affluent and middle class thirty to sixty-five years of age university educated from centralCanada Many people have one or more dominant identities
Equity Peoplersquos rights as individuals or members of a group to an equitable share of theresources and influence in society Equity work analyses and challenges unfair systems andpractices and works towards creating outcomes and access that benefit people equally
Exploitation Taking unfair advantage of a person or a group for onersquos own gain or advantageExploitation can be systematic or individual
First Nations A term that reflects the process some Aboriginal peoples in Canada have used toname themselves The word ldquofirstrdquo recognizes the fact that Aboriginal peoples are the originalinhabitants of what is now called Canada The word ldquonationrdquo stresses the fact that Aboriginalpeoples are political collectives who had their own forms of government before Europeans beganto settle here Many First Nations peoples are fighting to re-establish that sovereigntybull The term also refers to a group of Aboriginal people who were previously called a ldquoBandrdquo by
the Department of Indian Affairsbull ldquoFirst Nationrdquo can also mean a group or several groups of Aboriginal people who have the
same ethno-cultural background
Gender identity Features that are tied to how an individual thinks of themselves as a man or awoman A personrsquos gender identity may not be the same as their biological sex
Gender roles The culturally specific behaviors and appearances constructed by a culture todefine what is expected of women and men The expectations of femininity and masculinity areimposed on individuals according to their biological sex
Harassment Persistent ongoing behavior conveying negative attitudes towards an individual orgroup to make them feel intimidated and humiliated Harassment is an exercise of power Itincludes any action that a person knows or should know is not welcome Harassment includesname-calling jokes slurs graffiti insults threats rudeness and crude gestures verbal or physi-cal abuse Human Rights Codes in most provinces prohibit harassment based on race religionsex ethnicity and the other prohibited grounds for discrimination
Heterosexism All practices that convey the message that heterosexuals are better than otherpeople including the assumption that everyone is or must be heterosexual It operates like otherforms of prejudice and discrimination giving privilege and rights to members of the dominantgroupndashheterosexualsndashand not to gay or lesbian people
42
Appe
ndic
es
Hierarchy A system that gives individuals or groups different positions and power People andgroups with a higher rank have more power resources and value than individuals or groups witha lower rank For example in a patriarchy men are given more value than women
Immigrants People who have arrived and settled in Canada in their lifetime Sometimes peopleuse the word incorrectly to refer to Canadian-born racialized people because they assume thatall racialized people were born elsewhere
Inclusive Making sure that all members of the community are represented or involved in allaspects of the community
Integrated Combining information and values from a variety of people and sources in order toget a fuller result that is more inclusive
Islamaphobia The systemic ways and individual practices of racism that target Arab people andhave particular impact on them Some examples include negative stereotyping of Muslim peopledepicting Islam as essentially violent and fundamentalist assuming that all Arabs are Muslimand all Muslims are Arabs
Landed immigrant Persons with legal status who are permanent residents of Canada ratherthan visitors refugee claimants temporary workers or citizens
Marginalization A process that keeps groups or individual from having access to all or part ofthe resources and activities of the community
Oppression When one social group takes advantage of another social group either knowinglyor unconsciously Oppression gives the dominant group privilege and marginalizes anddisenfranchises the subordinated group The dominant social group can use force or social insti-tutions and resources to achieve oppression After a time individual members of the dominantgroup do not need to do anything and unequal treatment becomes so much a part of the socialinstitutions and structures that it seems normal
People of colour Any person who is not White or Aboriginal This term was first adopted in theUnited States by racialized people who were trying to name themselves with a positive identityrather than as ldquonon-whitesrdquo ldquocolouredrdquo ldquoethnicsrdquo or ldquovisible minoritiesrdquo
Privilege Unearned power that gives members of the dominant group economic social andpolitical advantages Privilege also means rights that everyone should have but that are deniedto some people
Racism Any aspect of Canadian society that openly or subtly makes White people and Whitenessnormal and valuable while making racialized communities invisible or devaluing stereotypingand labeling people of colour as ldquoothersrdquo who are different or inferior
43
Appendices
Individual racism The beliefs attitudes and actions of individuals that support or maintainracism Individual racism can be conscious or unconscious It can be active or passive
Institutional racism The network of structures policies and practices in systems and institutionsthat give White people advantages and that discriminate oppress and disadvantage racializedpeople
RacializationRacialized Racial identities are not fixed categories They are shaped by historynationality gender class and identity politics Racial designations often differ from country tocountry The term racialization or racialized makes explicit the ways in which we are socialized todifferentiate groups of people on the basis of superficial physical characteristics where White isthe norm It emphasizes the active process of categorizing people while at the same time reject-ing ldquoracerdquo as a scientific category
Refugee Persons who have to flee their country because they have a ldquowell-foundedrdquo fear ofpersecution based on race religion nationality political opinion or membership in a particularsocial group
Religious discrimination Any institutional or individual practices that exclude and discriminateagainst a person because of their religion In Canada many workplaces do not provide equitablyfor all religions Recently the Supreme Court has ruled that employers must accommodate em-ployees whose religious observances are not recognized in the Christian-based statutory holidayssuch as Easter and Christmas Religious discrimination is often linked to other forms of discrimi-nation For example Irish Catholics were often marked by their class ethnic origins and lan-guage as well as their Catholicism Racialized Muslims often experience racism mixed withreligious discrimination
Sexism Systemic and individual practices that give men privilege make women subordinate andthat shame values identified with women
Social Location or Social Identity A personrsquos membership in a socially constructed groupThese groups are often identified according to superficial characteristics such as skin colourcountry of origin religious beliefs body form etc
Structural This approach to equity work believes that the thoughts and behaviors of the indi-vidual are created and guided by various social structures such as capitalism andor neo-liberal-ism and are therefore limited The focus for change is raising awareness of the limits and chal-lenging the structures
Systemic racism The conscious or unconscious policies procedures and practices that excludemarginalize and exploit racialized people Systemic racism is supported by institutional powerand by powerful ideas often unexamined ones which make racism look normal and justified Forexample institutions that do not have effective complaints procedures or performance appraisaland promotion processes that use equity competencies make it possible for individuals to beracist
44
Appe
ndic
es
45
Transgender person A person who is not comfortable with or who rejects some or all of thegender identity given to their biological sex This is an umbrella terms used to describe trans-sexuals transvestites or cross-dressers and intersex people
Transsexual Someone who has a very strong feeling that they are living in the wrong sex A maletranssexual needs to live as a woman and a female transsexual needs to live as a man Somebut not all transsexuals have surgery to reassign their sex Some have procedures to partiallyreassign their sex and some use hormone therapy A transsexual can be heterosexual homo-sexual or bisexualWhite Refers to people belonging to the dominant racial group enjoy skin privilege in NorthAmerica Australia New Zealand and anywhere European colonialism has created racial inequityThe term ldquoWhiterdquo is capitalized for different reasons than other racial designations ndash Aboriginaland Black The latter identities are claimed with pride in opposition to the names imposed bydominant White society One of the ways that racism operates is to leave the racial identity ofWhite people unidentified ldquoWhiterdquo is capitalized to interrupt the privilege of having Whitenessgo unnamed
White Supremacy A system based on assumption of the ldquorightness of Whitenessrdquo in whichpolitical economic and social systems result in White people having more privilege and powerthan racialized people
many of the terms in the glossary were adapted with permission from Dancing on Live Embers ChallengingRacism in Organization by Tina Lopes and Barb Thomas Toronto Between the Lines 2006
Appendices
Appendix G Focus Group Findings
The following points are the relevant themes that emerged from the focus groups The groups wereasked to answer the following questions
1 How well has your organization and the various sectors practiced an integrated approach to anti- oppression
bull overall feeling that most are doing pretty good workbull some feel frustrated that the policies etc are not fully put into practice by all staff at an
agencybull feeling that the work is silorsquod and separated ndash working on one oppression at a timebull that the work is framed from a white middle class perspectivebull the work is not happening fast or often enough ndash ie deaf woman services gaps and barriers
2 What are the effective practices in the various areas ie policies programming outreach training org development
bull be committed inventive constantly evolve vigilantbull open to change pushing for changebull inclusion at all levels of an organization working together on committees and groupsbull engage diversity responsive to different needs
3 Where are the challengesbull funding shortages piecemeal and targeted on specific groups onlybull lack of accountability lack of clear policies and proceduresbull lack of inclusivity and diversitybull lack of time to be together communicate etcworkloads of service providersbull silorsquod workbull systemic exclusion internal and societal institutions
4 Visions and suggestions for changebull core guidelines with key values ndash written down and put into practicebull accountability in staff and managementbull commitment from all levelsbull everyone open to challengebull look at themes not populationsbull community drivenbull training and toolsbull fully funded and supported by structures
5 Who would take up the facilitation of changebull not one personbull coalitionsbull community groupsbull all levels of organization including service users
46
Appe
ndic
es
Recommendation(s)
a Conduct a review of existing policies procedures and practices that organizations feel repre-sent their best efforts of an integrative anti-oppressive framework
b Working groups should be created to develop the most effective integrative policies andprograms The groups should include diverse members from different social locations com-munities and be representative of all levels of the organization including service users
c Organizations must support this work by allocating time personnel and resourcesd Organizations must demonstrate commitment to the work by reviewing all policies proce-
dures and programs through the lense of an integrative anti-oppressive frameworke A tool kit should include templates of policies and procedures to simplify the writing of work
done by the committeesworking groupf This work is not static and must be revisited regularly in order to incorporate new informa-
tiong Organizations should offer regular training and workshops on how to put an integrative anti-
oppression framework into practiceh Organizations must hold staff and volunteers accountable to adhering to agency practice by
offering training and supervision including key values in mandate and mission statementsand integrative anti-oppressive practices in personnel and volunteer policies
Focus group participants
The following organizations participated in focus groups in 2005-06 for the Integrative Anti-Oppression Project
Woman Abuse CouncilFCJ Refugee Centre519 Community CentreNelliersquosSpringtidersquos Women with Disabilities ProgramToronto Rape Crisis CentreMulticultural Women Against RapeCentral Neighbourhood HouseAccess Alliance Multicultural Community Health CentreA Commitment to Training and Employment for Women (ACTEW)Arab Community Centre of TorontoAssaulted Womenrsquos HelplineBarbara Schlifer Counselling ClinicBlack Creek Community Health CentreCentral Family IntakeErnestine Womenrsquos ShelterFamily Services AssociationFlemingdon Neighborhood ServicesKorean Canadian Womenrsquos Association
47
Appendices
Macaulay Child Development CentreSt Christopherrsquos HouseSt Joseph Womenrsquos Health CentreSt Michael HospitalStonegate Community Health CentreUrban Alliance on Race RelationsWomenrsquos Counselling Referral and Education CentreYorktown ShelterYWCA
48
Appendix H References
Dancing on Live Embers Challenging Racism in Organizations Tina Lopes and Barb Thomas Be-tween the Lines Toronto 2006
Campbell C (2003) Anti-oppressive social work Promoting equity and Social Justice Editor DrCarolyn Campbell Halifax Nova Scotia Dalhousie UniversityRetrieved Jan 22 2008httpaoswsocialworkdalcawhatisaoswhtml
Roundtable on Anti-Oppression Politics in Anti-Capitalist Movements Edited by Sharmeen Khan ndashparticipants in the roundtable Kirat Kaur Junie Deacutesil Gary KinsmanRetrieved Jan 22 2008httpuppingtheantiorgnode1380
Williams C (2003) ldquoSeeking Cultural Competence What Is It How Do You Develop It and How DoYou Know When Yoursquove Got Itrdquo In WShera (Ed) Emerging Perspectives on Anti-Oppressive Practice(pp 265 - 278) Toronto Canadian Scholarsrsquo Press Inc
- Front Page1-1
- ManualModEN2
- ManualModEN3
- ManualModENCon
-
Appl
ying
Inte
grat
ed A
nti-o
ppre
ssio
n To
Pol
icie
s
Here is a sample report of recommendations
Report of recommendations
23
noitadnemmoceR elbisnopsersiohW enilemiT
diapwollaottnemetatsycilopegnahCsuoigileraevahtahtsyadilohyrotutats
yllacificepsnoitcennoclarutlucroyadirFdooGyaDgnixoByaDsamtsirhC
otyaDsraeYweNdnayadnoMretsaErosuoigilerhtiwdegnahcxeeb
toneratahtsetadtnatropmiyllarutlucsdradnatstnemyolpmeehtnideifitnedi
tca
ehtfoeettimmoCyciloPsrotceriDfodraoBrotceriDevitucexE
shtnom6nihtiW
neewtebeciffoehtesolctonoDdaetsnIsraeYweNdnasamtsirhC
tahtsyadretaolfsaesohtreffoyehtrevenehwekatnacseeyolpme
esoohc
ehtfoeettimmoCyciloPsrotceriDfodraoBrotceriDevitucexE
shtnom6nihtiWtxenehterofeb(
)erusolc
nitnemyolpmefoslevelehtllayfitnedItcartnocsahcusnoitazinagroeht
sruoh12nahtsselemit-trapsrekrowrofseifilauqhcaerehtehwyfitnedIcte
ffoemitdiap
ehtfoeettimmoCyciloPsrotceriDfodraoB
shtnom3nihtiW
hcussmretniatrecfosnoitinifedddAycilopehtotsyadilohyrotutatssa
oiratnOehtotecnereferekaMtahtnoitalugeRsdradnatStnemyolpmE
ycilopsihtstceffa
ehtfoeettimmoCyciloPsrotceriDfodraoB
shtnom3nihtiW
ycilopehtfoypocdrahatuotnirPseiciloprehtohtiwrednibanitituP
siohwenoyreveerehwrednibehtecalPdnatisseccanacycilopehtybdetceffa
tidaer
rotceriDevitucexEsreganaMmargorP
shtnom3nihtiW
emitynanisyadfoegnahcxeedulcnIswonkenoyrevetahtoserudecorpffo
odottahw
rotceriDevitucexEsreganaMmargorP
shtnom6nihtiW
Appendices
Part 3 Appendices
Appendix A Forms
Appendix B Sample Terms of Reference
Appendix C Sample Conflict Resolution Guidelines
Appendix D Sample Decision Making Chart
Appendix E Framework for policy development and review
Appendix F Glossary of Anti-Oppression Terms
Appendix G Focus Group Findings
Appendix H References
24
Appe
ndic
es
Appendix A Forms
bull Plan for policy reviewbull Work planbull How accessible is this policybull How does this policy affect different peoplebull Policy gaps and what we can dobull Report of recommendations
25
Appendices
Plan for policy review
26
etaD aerA weiverotseicilopfotsiL
1raeY
2raeY
3raeY
Appe
ndic
es
Work plan
otsdeentahWneppah
siohWelbisnopser
sksaT eniLemiT
27
Appendices
How accessible is this policy
seYsdeeN
krownoitnettAfosaerA
aniycilopehtsInoitacoleerf-reirrab
nielbaliavaycilopehtsIstamroftnereffid
tuobatnemmocetivniewoDtamrofeht
ninettirwycilopehtsIrofysaesitahtegaugnal
dnatsrednuotstneilctsom
ylisaeebycilopehtnaCrehtootdetalsnart
segaugnal
tiohwyasycilopehtseoDstceffa
siohwyastiseoDrofelbisnopser
tignitnemelpmi
suoiravtcelferycilopehtseoDseulavdnasfeileblarutluc
ehtnissecorpasierehtfIspetsehteraycilop
otelbatpadadnaelbixelfsecnereffidetadommocca
etivniycilopehtseoDkcabdeefevigotelpoep
tahwtuobastnemmocdnasyasti
28
Appe
ndic
es
How does this policy affect different people
snoitseuQ noitnettAfosaerA
neebycilopehtsahwoHdetnemelpmi
evahsecitcarpdnaserudecorptahWdetluser
ycilopsihtmorfstifenebohW
woH
tifenebtonseodohW
woH
otsreirrabehtyfitnediuoynaCeraepyttahWstcapmielbatiuqe
)ctelaicnanifdetalsigel(yeht
dnasnoitseuqstnemmoctahWsihttuobaevahelpoepodstnialpmocserudecorpdnasecitcarpehtroycilop
detaercsahycilopsihttaht
ecivresffatsehtodtahWrosrebmemytinummocsresu
ycilopsihttuobayassreetnulov
29
Appendices
Policy gaps and what we can do
seYsdeeN
krownoitnettAfosaerA
wohyasycilopehtseoDeblliwelpoeptnereffid
detceffa
lliwelpoeptahttimdatiseoDsyawtnereffidnidetceffaeb
hguoneelbixelfycilopehtsItnereffidehtotdnopserot
elpoeptahtsecneirepxedevilevah
elbixelftonsiycilopehtfIehttahwyastiseod
otodlliwnoitazinagrosihtegnahc
egnahcrofnalpehtseoDsenilemitedulcni
wohyasycilopehtseoDrotupnievignacelpoepehtwohtuobakcabdeef
mehtstceffaycilop
edulcniycilopehtseoDdnasmronlarutlucesrevid
seulav
yehteratahW
30
Appe
ndic
es
Report of recommendations
noitadnemmoceR siohWelbisnopser
enilemiT
31
Appendices
Appendix B Sample Terms of Reference ndash Policy Review Committee
PreambleINSERT YOUR ORGANIZATION NAME is committed to applying an integrated anti-oppression frame-work to all undertakings of the organization To that end the organization will ensure that all poli-cies will be regularly reviewed and updated to reflect an integrated anti-oppression perspective
MandateThe mandate of the Policy Review Committee is to review the policies listed below with the objectiveof providing the organization with feedback and recommendations as to how the policies can betterreflect an integrated anti-oppression analysis The committee may also recommend the deletion oraddition of policies in this process
Type of Committee
The Policy Review Committee is a short term project based committee composed of communitymembers from the service area of YOUR ORGANIZATION NAME and frontline staff managementvolunteers Board and people who have accessed our service
Composition
Members should self-identify in one or more of the following waysbull racialized or aboriginalbull people who have little or no decision making power in the organization including service usersbull members of a marginalized groupbull representative of the demographic of organizationrsquos community
Timeline
The committee will complete the said work in a period of not longer than INSERT DATE HERE (3months from the start date of the review)
Deliverables Recommendations Report
Scope
Committee members shall have access to the policies of the organization mission statement by-laws salary grids collective agreements board meeting minutes complaints received strategicplan and all other relevant documents with the exception of the followingbull personnel filesbull in-camera Board meeting minutesbull client filesbull private legal material
32
Appe
ndic
es
Appendix C Sample Conflict Resolution Guidelines ndash Policy ReviewCommittee
PrinciplesIt is in places of conflict that the potential for change exists Conflicting ideas beliefs and valueswill ensure a rich dialogue and essential learning opportunities for everyone Committee membersare charged with reminding themselves that the committee exists in the service of the organizationwith the ultimate goal of better serving the community Each person on the committee has theresponsibility to deal directly with each other and commit to engaging with each other as allies inthis work
The organization will endeavor to assemble the relevant material that will be useful in meeting theobjectives of the committee prior to the beginning of the project and will ensure that any relevantmaterials will be delivered to the committee as quickly as possible
The decisions and recommendations of the committee do not bind the organization into action TheBoard of Directors andor Executive Director of the organization will review the recommendations ofthe committee and ultimately decide what can be instituted
Budget and Additional Resources
The Policy Review Committee has a budget of $$$$$ The budget will cover the committee costs- member expenses childcare travel long distance calls honorarium- meeting expenses accessible meeting room refreshments conference calls- accessibility expenses ASL interpretation note taking attendant care- supplies photocopying office supplies
Staff resource- maintain minutes and discussion notes for the committee- retrieve documents that the committee requires- assist in organizing meetings and refreshments for meetings
Meetings
Meetings will be held at an accessible meeting space ndash onsite at the organization if possible
The committee is responsible to elect co-chairpersons during the first committee meetingThe responsibilities of the co-chairs in consultation with the whole committee are tobull organize meetingsbull develop the agendabull organize committee communicationbull keep committee members on taskbull organize the completion of the final reportbull maintain communication with the organization including updates requests concerns etc
33
Appendices
34
Remember that resolving conflict does not necessarily mean that a person will change their view-point or opinion A resolution of conflict implies that each party has had the opportunity to sharetheir perspective be heard have opportunity for discussion and then have closure
How we deal with our colleagues when we have a different opinion or viewpoint can either open usup to new learning or shut us down The following are some key points to keep in mind
i Recognize that conflict is a healthy part of communication if all parties understand theirresponsibilities in the process
ii Parties should approach the process with the idea of creating a learning environmentiii Parties should be prepared to listen to each other ndash that is really listen without interrupt-
ing or preparing your argument in your headiv If you are challenging a statement made by another person ndash it is important to state
concisely where you believe the problem lies and if it furthers the learning moment tostate the impact on yourself
v Do not belabor the point or make comments about the otherrsquos motivation for the state-ment (ie They are ignorant bigoted etc)
vi The person who has been challenged should take away the information to think aboutwhere their learning lies ndash the statement back to the challenger should include how youwill approach the information that was shared with you from the other person
vii If you do not agree with the challengerrsquos view ndash further dialogue may be necessaryviii State your own view and where you believe the problem liesix Each person is responsible to think critically about the otherrsquos view with a goal of finding
common ground andor compromise andor the decision to agree to disagree ndash which isallowing space for differing points of view
x It is important that both parties do not disengage from the process by complaining orexpressing dissatisfaction about the other person to other people ndash that kind of behaviorlowers the integrity of the process and the party who engages in it
xi Try to understand each otherrsquos perspective without judging the person or making assump-tions about each other
Co-chairs responsibilitiesbull reminding members of the guidelines of conflict resolutionbull arranging time in the agenda to address conflict in the groupbull mediating conversations between the parties in conflictbull negotiating resolutionbull If the conflict is in regards to making a decision The co-chairs should refer to the decision
making guidelines
The guidelines presented above should not be used in situation of discrimination and abuse Inthose situations the committee should follow the procedures in the organizations anti-discriminationor anti-harassment policies
Appe
ndic
es
35
snoitpO snosaeRstifeneBrof
snosaeRsmelborPtsniagA
puorGnoisiceD
rofsnosaeRnoisiceD
Appendix D Sample Decision Making Chart ndash Policy Review Committee
Appendices
36
App
endi
x E
Fra
mew
ork
for p
olic
y re
view
and
dev
elop
men
t
We
deve
lope
d th
is fr
amew
ork
duri
ng th
e fir
st p
hase
of t
his
proj
ect
Its
purp
ose
is to
hel
p or
gani
zatio
ns u
se a
n in
tegr
ated
ant
i-opp
ress
ion
fram
ewor
k ap
proa
ch w
hen
revi
ewin
g an
d de
velo
ping
pol
icie
s
NOITSE
UQ
EG
NELLAH
CES
NOPSE
R
esoprupeht
sitah
Wrodna
ycilopsiht
foerudecorp
erusneotyrassecen
siycilop
aneh
wwonk
ottluciffid
ebn ac
tIruoy
tahterusne
otdna
seicilopyna
moot
gnitaercton
erauoy
ehtgniyfitnedI
stnemetats
gnitcilfnocgnika
mton
e raseicilop
edivorpsalle
wsa
sllaftipeseht
diovapleh
nacesoprup
otyrassecen
eblliw
serudecorptah
wdna
wohot
sanoi tcerid
esoprupeht
teem
bull bull bull bull
ycilopeht
rofelanoitar
ehtedivorP
tnetniytiuqe
ehtyfitnedi
ylraelCseitilibisnopser
evitalsigelyfitnedI
)s(ycilopetairporppa
ehtot
serudecorpkniL
tifycilop
ehtseo
Dycnega
ehtnihti
wnoissi
metad nam
rodnatne
metatsseulav
fotne
metatssfeileb
dna
woH
dnaetadna
mrieht
eniltuotaht
stnemetats
evahseicnega
ynaM
roFetadna
meht
teemlli
wyeht
wohtuoba
sfeilebrieht
elpmaxe
nasi
nemo
wllatsniaga
ecneloivlladne
otelpmaxe
er usneneht
tsum
wolloftaht
seiciloPtne
metatsnoissi
ma
fotsniaga
ecneloivgnitauteprep
tonsi
noitazinagroeht
tahtnoisserppo
ronoisulcxe
fomrof
ehtni
nemo
w
bull bull bull bull bull
fotne
metatsstnemucod
tnavelerllaweiveR
ctetnemetats
noissimetadna
msfeilebeht
stroppusycilop
ehtfi
enimrete
Detadna
mnoissim
seitiugibma
ehtyfitnedI
seulaveht
htiw
st sartnocycilop
ehtfi
enimrete
Dnoitazinagro
ehtfo
ycilopeht
oteka
mnac
uoysegnahc
ehtyfitnedI
tievorp
miot
tifyc ilop
ehtseo
Deht
htiw
snoitazinagronoitisoplacitilop
wo
H
tahtnoitisop
nasitrapa
naem
tonseod
noitisoplacitilopA
ynamrehtaR
ytraplacitilopralucitrap
astroppus
seussiralucitrap
nosnoitisopdepoleved
evahsnoitazinagro
noitazinagrotsini
mefa
ebya
mnoitazinagro
ruoyelp
maxeroF
dluow
serudecorpdna
seicilopruoy
noitazinagrotsini
mefa
sAytiuqe
yapeikro
wemarf
ytilauqesna
mow
awollof
ctestifenebrevigeracyli
mafdednapxe
bull bull
snoitisoplanoitazinagroeht
ssucsiddna
yfitnedItub
nettirwnu
erataht
seussilaicosgnidrager
esohtfo
emoS
noitazinagroruoy
nihtiw
tsixeyap
msireetnulovsvrobal
diapedulcniya
mcteseussi
htlaehlatnemytiuqe
-tne
metatsfeileb
aot
snoitisopetairporppa
ddAtsixe
tonseod
enofi
enoetaerc
ro
Appe
ndic
es
37
NOITSE
UQ
EG
NELLAH
CES
NOPSE
R
teem
ycilopeht
seoD
sdradnatsmu
minim
noitalsigelrobal
fosthgir
namuh
ycavirpnoitalsigelrednufnoit alsigel
dnastne
meergalautcartnoc
rehtostne
meerga
mehtdeecxe
tiseo
D
lautcartnocdna
evitalsigeltee
mylraelc
dluohsseiciloP
nettirw
si)noitalsigel
ytiuqeneve(
noitalsigeLseitilibisnopser
ehtno
desabsi
tahtkro
wemarf
erutluctnani
moda
morfeht
tcetorpot
keesyehT
spuorgsuonego
mohfo
noitpmussa
elpoepfo
sthgireht
ecnavdatonelpoep
dezilanigram
fosthgir
dnoyebog
dluohsseicilopkro
wemarflanoitcesretni
naylppa
oTsdradnatsla
minim
bull bull bull bull
snoitazinagroeht
dnatsrednudna
weiveR
waleht
rednuseitilibisnopser
seitilibisnopserdnatsrednu
dnastcartnoc
weiveRstcartnoc
fos
mreteht
rednullaf
snoitatcepxemu
minim
ehtereh
wyfitnedI
sseccaot
tnemevorp
midna
tnemecnavda
fot rohs
ytiuqedna
lauqetroppus
nacnoitazinagro
ruoysya
wyfitnedI
ytinutroppo
sihtseod
woH
erudecorpycilopeht
tc apmi
snoitazinagrotegdub
fI
mehttne
melpmi
ottcap
miyrategdub
evahod
seicilopyna
Mot
elbissopmi
emoceblli
wycilop
ehtdezingocer
tonsi
sihttub
ycilopdab
asi
tiesuaceb
ton-
dedracsideb
dnawollof
rofdetnuocca
tonere
wnoitatne
melpmi
fostsoc
ehtesuaceb
bull bull bull bull
htiw
detaicossastsoc
ehtllayfitnedI
ycilopeht
fonoitatne
melpmi
ralugerfo
trapera
stsoceht
erehw
yfitnedIedulcni
dluow
reganam
foyralaSei
-ssenisub
noisivrepusffats
stsoclanoitiddayfitne dI
ylgnidroccategduB
otelbisnopser
sioh
Wsi
ycilopsiht
erusnedna
dootsrednudecrofne
elbisnopsersi
ohw
etatsylraelc
tsum
serudecorpdna
seiciloPhcaEssenevitceffe
gnitaulavedna
gnirotinomtuo
gniyrracrof
detatsylraelc
e bdluohs
elorsnosrep
bull bull
diapnudna
diapfo
selorsuoirav
ehtyfitnedI
noitazinagroeht
fosreb
mem
ehttuo
yrraclliw
ohw
srebme
meht
yfitnedIsreb
mem
ehtetaulave
dnaesivrepusserudecorp
ycilopeht
etaulavedna
weiveretaerc
Appendices
38
NOIT
SE
UQ
EG
NELL
AH
CE
SN
OP
SE
R
eht
sita
hW
rof
msina
hcem
lacitirctnial
pm
ockca
bdeef
tegtaht
stnemucod
gnivileb
dluohsserudecorp
dnaseiciloP
ottnatrop
misi
tieroferehT
sevorpmi
gninraelruo
saretteb
rokcabdeef
edivorpnac
detceffaesoht
wohetats
yl raelcro
elbaeganamnu
evitceffenievorp
yehtneh
wfinialp
mocevisserppo
bull bull bull
seifitnediylraelc
tahtycilop
stnialpmoc
aetaer
Csreb
mem
diapnudna
diaprof
ssecorpeht
srebme
mytinu
mmoc
dnastneilcsresu
ecivrestI
elbisseccas i
ssecorpstnialp
moceht
erusnEyllacisyhp
nacsklof
erehw
decalpeb
dluohselbissecca
tnereffidni
dereffodna
tissecca
nialpraelc
ninettir
web
osladluohs
tIsta
mrofelpoep
ybdessecca
ebnac
titaht
osegaugnal
slevelycaretil
suoir avhti
wycilop
ehtrof
kcabdeefrof
ssecorpeht
yfitnedI
weiver
eb
ycilo
pe
htlli
ww
oH
otdetaci
nu
mm
oce
blli
wo
hw
eso
ht ti
yb
detceffa
ehtyb
detceffeesoht
llaot
tnediveeb
dluohscorpseiciloP
tnatropmi
sinoitacinu
mmoc
fonalp
agnitaer
Cse
moctuobull bull bull bull bull bull
elbisnopsereb
lliw
ohw
elpoepeht
folla
yfitnedIeb
lliw
ohw
esohtdna
noitatnemelp
mirof
noitatnem elp
mieht
ybdetcap
misdnik
tnereffideht
sseccafo
stniopeht
yfitnedIyrassecen
sseccafo
sepytdna
noitatnemelp
mirof
elbisnopseresoht
llaerusnE
seitilibisnopserrieht
tuobaraelc
eraot
ycilopetacinu
mmoc
otnalp
ehtyfitnedI
s rebme
mytinu
mmoc
dnastneilcsresu
ecivresrehto
dnaegaugnal
ycaretilsserdd
Aseussi
ytilibisseccaseussi
eseh tsserdda
otnalp
aetaer
C
Appe
ndic
es
39
NOITSE
UQ
EG
NELLAH
CES
NOPSE
R
weivereht
sitah
Weludehcs
ehtodlli
woh
W
weiver
deweiver
ebdluohs
stnemucod
gnivilsa
serudecorpdna
seiciloPdluohs
ssecorpehT
tnemevorp
mirof
yltnetsisnocdna
ylralugernI
kcabdeefrof
ytinutroppoedivorp
otsa
oseludehcs
aedulcni
dnaseicilop
ehtyb
detceffaesohtlla
morftupni
tegot
redrotahtnesohc
rodetov
ebdluohs
sreweiver
fomaet
aserudecorp
sevitcepsrepfo
esabdaorb
atneserper
bull bull bull
roylraey-
seicilopfo
weiverrof
enile
mita
teSylraey-ib
ebdluohs
tahtspuorg
redlohekatseht
yfitnedIytisrevid
otnoitnetta
htiw
weivereht
nidevlovni
dnassenevitceffe
ehtssessa
otsloot
edivorPycilop
hcaefo
ytiuqe
ycilopsiht
seoD
egnellahclahcrairtap
laicosevisserppo
wo
Hs
mron
gnignellahcflesti
nisi
krowe
marfdetargetni
nagniylppA
neebevah
sufo
ynam
sareve
woHs
mronerutluc
tnanimod
morftrats
dluohse
wsdradnats
naciremA
htroN
ybdenoitidnoc
nide
marfeblli
wserudecorp
dnaseicilop
ruotaht
esimerp
ehtksa
otevah
ew
eroferehTsfeileb
dnaseulav
erutluctnani
modgnidlohpu
tonera
ew
erusnetaht
snoitseuqfo
seiresa
sevle sruonoisserppo
fos
metsysdehcnertne
bull bull bull bull bull bull bull
noisserppodna
yhcrairtapfo
seussieht
yfitnedIycilop
hcaeni
tnerehninihti
wseussi
esehtegnellahc
otwoh
ezigetartSnoitazinagro
ruoygnika
mnoisiced
ehtni
ycnerapsnarteht
weiveRsessecorp
seodtah
Weisevlesruoyrof
snoitseuqetaerC
noitazinagroruo
niekil
koolre
wopycilop
ehtmorf
stifeneboh
wyfitnedI
revore
wopa
dlohpuseicilop
hcihw
enimrete
Dkro
wemarf
emit-lluf
derihsteg
ohWei
-snoitseuq
ksAsi
erehW
denimreted
sihtsi
woH
emit-trap
senimreted
ohW
tegdubeht
nitneps
yenom
seitiroirp
Appendices
40
NOITSE
UQ
EG
NELLAH
CES
NOPSE
R
ehteblli
wtah
Wno
tcapmilaitnereffid
spuorgdezilanigra
m
dnatsrednuot
tnatropmi
sitI
emas
ehtnae
mton
seodlauqEyfitnedi
otspuorg
tnereffidno
seicilopfo
stcapmi
suoiraveht
foytilibissecca
troppusot
wohdna
eilsreirrab
ehtereh
wspuorg
suoiravrof
secivresdna
tnemyolp
me
bull bull bull bull
fos
mitcivera
ohw
elpoepfo
spuorgyfitnedI
noisserppoci
metsysspuorg
suoiravno
stcapmi
ehtyfitnedI
dnaytiuqe
ecnavdataht
stcapmi
hsiugnitsiD
tonod
tahtesoht
sseccaot
sreirrabegnahc
otsya
wezigetartS
ycilopehtlli
wwo
Hnoisserppo
egnellahcnoisserppo
cimetsys
rofseicilop
weiveR bullmsicar
bullaibohpo
mohmsixesoreteh
bullmsielba
bullmsiega
bullmsixes
bullmsirtneconhte
bullmsissalc
bullmsiti
mes-itnabull
msibarA-itnabull
noitanimircsid
suoigilerbull
msilainoloc
bull bull bull
tsrifnretse
wa
sahycilop
ehtfi
enimrete
D
weivdlro
wtuoba
noitpmussa
narof
ycilopeht
ssessAnoitautis
cimonoce-oicos
dnaegaugnalytilibafo
secnereferrof
egaugnaleht
weiveRsnoitp
mussasuoigilernoitazinoloc
Appe
ndic
es
Appendix F Glossary of Anti-Oppression Terms
Ableism Prejudice and discrimination against people living with mental emotional and physicaldisabilities or differences People living with disabilities experience this discrimination segrega-tion and isolation because of peoplersquos prejudices and institutional barriers not because of thedisability or difference itself Deaf Deafened and Hard of hearing people historically have experi-enced systemic ableist oppression as well
Anti-Semitism Discrimination or violence against Jews Judaism and the cultural intellectualand religious heritage of Jewish people The word Semite literally refers to ldquoany of the peoplessupposed to be descended from Shem son of Noah especially the Jews Arabs Assyrians andPhoeniciansrdquo However Anti-Semitism is mostly used to refer to prejudice discrimination andviolence directed at Jews
Class Economic and social groups People in the higher classes make decisions about theeconomy while other people work for wages or are kept out of the economy The things that markdifferences between classes include peoplersquos ability to meet their basic needs their level ofincome wealth and formal education and their connections with people and institutions thathave influence and power In the current economic structure rich people got their wealth bytaking advantage of people at the bottom and middle of the class structure
Classism Any practices and beliefs that judge and value people according to their social class orthe social class that other people assume they belong to Most workplaces use classist languagethat reflects and reinforces the social hierarchy For example they undervalue the work of sup-port staff and decisions do not include the knowledge and opinions of these workers
Colonialism When a foreign power dominates and exploits an indigenous group by taking theirland and resources and using them as cheap labor in order to make money It also means spe-cific era between the 1700s and 1900s when European countries expanded into the Americasand countries of the global South In Europe people justified these practices using racial doc-trines These ideas about hierarchies of race are still widespread Uncovering and challengingthe ideas and ongoing practices of colonialism are important parts of racial equity work
Culture The collective experience beliefs values knowledge economy and ways of life of agroup of people who share past or current experiences Culture changes constantly it is notstatic Every culture is shaped by the land and spaces people inhabit together Individual andgroup culture can also be shaped by language religion racialization gender experiences ofmigration and immigration social class political affiliation family influences age sexual orien-tation geographic origin ethnicity experiences of discrimination or lack of discrimination andexperiences fighting oppression
Disenfranchised Not having full rights as a citizen or not being able to fully participate as amember of the community
41
Appendices
Dominant Culture The beliefs values and judgments of groups with social power The dominantculture is created and maintained by people in the dominant social group People who do notbelong to the dominant group often believe that these values beliefs and judgments are trueinstead of seeing how they reflect the interests of people in power
Dominant group People whose social identity gives them power and privilege In most parts ofCanada dominant identities are White male English-speaking heterosexual able-bodied Chris-tian affluent and middle class thirty to sixty-five years of age university educated from centralCanada Many people have one or more dominant identities
Equity Peoplersquos rights as individuals or members of a group to an equitable share of theresources and influence in society Equity work analyses and challenges unfair systems andpractices and works towards creating outcomes and access that benefit people equally
Exploitation Taking unfair advantage of a person or a group for onersquos own gain or advantageExploitation can be systematic or individual
First Nations A term that reflects the process some Aboriginal peoples in Canada have used toname themselves The word ldquofirstrdquo recognizes the fact that Aboriginal peoples are the originalinhabitants of what is now called Canada The word ldquonationrdquo stresses the fact that Aboriginalpeoples are political collectives who had their own forms of government before Europeans beganto settle here Many First Nations peoples are fighting to re-establish that sovereigntybull The term also refers to a group of Aboriginal people who were previously called a ldquoBandrdquo by
the Department of Indian Affairsbull ldquoFirst Nationrdquo can also mean a group or several groups of Aboriginal people who have the
same ethno-cultural background
Gender identity Features that are tied to how an individual thinks of themselves as a man or awoman A personrsquos gender identity may not be the same as their biological sex
Gender roles The culturally specific behaviors and appearances constructed by a culture todefine what is expected of women and men The expectations of femininity and masculinity areimposed on individuals according to their biological sex
Harassment Persistent ongoing behavior conveying negative attitudes towards an individual orgroup to make them feel intimidated and humiliated Harassment is an exercise of power Itincludes any action that a person knows or should know is not welcome Harassment includesname-calling jokes slurs graffiti insults threats rudeness and crude gestures verbal or physi-cal abuse Human Rights Codes in most provinces prohibit harassment based on race religionsex ethnicity and the other prohibited grounds for discrimination
Heterosexism All practices that convey the message that heterosexuals are better than otherpeople including the assumption that everyone is or must be heterosexual It operates like otherforms of prejudice and discrimination giving privilege and rights to members of the dominantgroupndashheterosexualsndashand not to gay or lesbian people
42
Appe
ndic
es
Hierarchy A system that gives individuals or groups different positions and power People andgroups with a higher rank have more power resources and value than individuals or groups witha lower rank For example in a patriarchy men are given more value than women
Immigrants People who have arrived and settled in Canada in their lifetime Sometimes peopleuse the word incorrectly to refer to Canadian-born racialized people because they assume thatall racialized people were born elsewhere
Inclusive Making sure that all members of the community are represented or involved in allaspects of the community
Integrated Combining information and values from a variety of people and sources in order toget a fuller result that is more inclusive
Islamaphobia The systemic ways and individual practices of racism that target Arab people andhave particular impact on them Some examples include negative stereotyping of Muslim peopledepicting Islam as essentially violent and fundamentalist assuming that all Arabs are Muslimand all Muslims are Arabs
Landed immigrant Persons with legal status who are permanent residents of Canada ratherthan visitors refugee claimants temporary workers or citizens
Marginalization A process that keeps groups or individual from having access to all or part ofthe resources and activities of the community
Oppression When one social group takes advantage of another social group either knowinglyor unconsciously Oppression gives the dominant group privilege and marginalizes anddisenfranchises the subordinated group The dominant social group can use force or social insti-tutions and resources to achieve oppression After a time individual members of the dominantgroup do not need to do anything and unequal treatment becomes so much a part of the socialinstitutions and structures that it seems normal
People of colour Any person who is not White or Aboriginal This term was first adopted in theUnited States by racialized people who were trying to name themselves with a positive identityrather than as ldquonon-whitesrdquo ldquocolouredrdquo ldquoethnicsrdquo or ldquovisible minoritiesrdquo
Privilege Unearned power that gives members of the dominant group economic social andpolitical advantages Privilege also means rights that everyone should have but that are deniedto some people
Racism Any aspect of Canadian society that openly or subtly makes White people and Whitenessnormal and valuable while making racialized communities invisible or devaluing stereotypingand labeling people of colour as ldquoothersrdquo who are different or inferior
43
Appendices
Individual racism The beliefs attitudes and actions of individuals that support or maintainracism Individual racism can be conscious or unconscious It can be active or passive
Institutional racism The network of structures policies and practices in systems and institutionsthat give White people advantages and that discriminate oppress and disadvantage racializedpeople
RacializationRacialized Racial identities are not fixed categories They are shaped by historynationality gender class and identity politics Racial designations often differ from country tocountry The term racialization or racialized makes explicit the ways in which we are socialized todifferentiate groups of people on the basis of superficial physical characteristics where White isthe norm It emphasizes the active process of categorizing people while at the same time reject-ing ldquoracerdquo as a scientific category
Refugee Persons who have to flee their country because they have a ldquowell-foundedrdquo fear ofpersecution based on race religion nationality political opinion or membership in a particularsocial group
Religious discrimination Any institutional or individual practices that exclude and discriminateagainst a person because of their religion In Canada many workplaces do not provide equitablyfor all religions Recently the Supreme Court has ruled that employers must accommodate em-ployees whose religious observances are not recognized in the Christian-based statutory holidayssuch as Easter and Christmas Religious discrimination is often linked to other forms of discrimi-nation For example Irish Catholics were often marked by their class ethnic origins and lan-guage as well as their Catholicism Racialized Muslims often experience racism mixed withreligious discrimination
Sexism Systemic and individual practices that give men privilege make women subordinate andthat shame values identified with women
Social Location or Social Identity A personrsquos membership in a socially constructed groupThese groups are often identified according to superficial characteristics such as skin colourcountry of origin religious beliefs body form etc
Structural This approach to equity work believes that the thoughts and behaviors of the indi-vidual are created and guided by various social structures such as capitalism andor neo-liberal-ism and are therefore limited The focus for change is raising awareness of the limits and chal-lenging the structures
Systemic racism The conscious or unconscious policies procedures and practices that excludemarginalize and exploit racialized people Systemic racism is supported by institutional powerand by powerful ideas often unexamined ones which make racism look normal and justified Forexample institutions that do not have effective complaints procedures or performance appraisaland promotion processes that use equity competencies make it possible for individuals to beracist
44
Appe
ndic
es
45
Transgender person A person who is not comfortable with or who rejects some or all of thegender identity given to their biological sex This is an umbrella terms used to describe trans-sexuals transvestites or cross-dressers and intersex people
Transsexual Someone who has a very strong feeling that they are living in the wrong sex A maletranssexual needs to live as a woman and a female transsexual needs to live as a man Somebut not all transsexuals have surgery to reassign their sex Some have procedures to partiallyreassign their sex and some use hormone therapy A transsexual can be heterosexual homo-sexual or bisexualWhite Refers to people belonging to the dominant racial group enjoy skin privilege in NorthAmerica Australia New Zealand and anywhere European colonialism has created racial inequityThe term ldquoWhiterdquo is capitalized for different reasons than other racial designations ndash Aboriginaland Black The latter identities are claimed with pride in opposition to the names imposed bydominant White society One of the ways that racism operates is to leave the racial identity ofWhite people unidentified ldquoWhiterdquo is capitalized to interrupt the privilege of having Whitenessgo unnamed
White Supremacy A system based on assumption of the ldquorightness of Whitenessrdquo in whichpolitical economic and social systems result in White people having more privilege and powerthan racialized people
many of the terms in the glossary were adapted with permission from Dancing on Live Embers ChallengingRacism in Organization by Tina Lopes and Barb Thomas Toronto Between the Lines 2006
Appendices
Appendix G Focus Group Findings
The following points are the relevant themes that emerged from the focus groups The groups wereasked to answer the following questions
1 How well has your organization and the various sectors practiced an integrated approach to anti- oppression
bull overall feeling that most are doing pretty good workbull some feel frustrated that the policies etc are not fully put into practice by all staff at an
agencybull feeling that the work is silorsquod and separated ndash working on one oppression at a timebull that the work is framed from a white middle class perspectivebull the work is not happening fast or often enough ndash ie deaf woman services gaps and barriers
2 What are the effective practices in the various areas ie policies programming outreach training org development
bull be committed inventive constantly evolve vigilantbull open to change pushing for changebull inclusion at all levels of an organization working together on committees and groupsbull engage diversity responsive to different needs
3 Where are the challengesbull funding shortages piecemeal and targeted on specific groups onlybull lack of accountability lack of clear policies and proceduresbull lack of inclusivity and diversitybull lack of time to be together communicate etcworkloads of service providersbull silorsquod workbull systemic exclusion internal and societal institutions
4 Visions and suggestions for changebull core guidelines with key values ndash written down and put into practicebull accountability in staff and managementbull commitment from all levelsbull everyone open to challengebull look at themes not populationsbull community drivenbull training and toolsbull fully funded and supported by structures
5 Who would take up the facilitation of changebull not one personbull coalitionsbull community groupsbull all levels of organization including service users
46
Appe
ndic
es
Recommendation(s)
a Conduct a review of existing policies procedures and practices that organizations feel repre-sent their best efforts of an integrative anti-oppressive framework
b Working groups should be created to develop the most effective integrative policies andprograms The groups should include diverse members from different social locations com-munities and be representative of all levels of the organization including service users
c Organizations must support this work by allocating time personnel and resourcesd Organizations must demonstrate commitment to the work by reviewing all policies proce-
dures and programs through the lense of an integrative anti-oppressive frameworke A tool kit should include templates of policies and procedures to simplify the writing of work
done by the committeesworking groupf This work is not static and must be revisited regularly in order to incorporate new informa-
tiong Organizations should offer regular training and workshops on how to put an integrative anti-
oppression framework into practiceh Organizations must hold staff and volunteers accountable to adhering to agency practice by
offering training and supervision including key values in mandate and mission statementsand integrative anti-oppressive practices in personnel and volunteer policies
Focus group participants
The following organizations participated in focus groups in 2005-06 for the Integrative Anti-Oppression Project
Woman Abuse CouncilFCJ Refugee Centre519 Community CentreNelliersquosSpringtidersquos Women with Disabilities ProgramToronto Rape Crisis CentreMulticultural Women Against RapeCentral Neighbourhood HouseAccess Alliance Multicultural Community Health CentreA Commitment to Training and Employment for Women (ACTEW)Arab Community Centre of TorontoAssaulted Womenrsquos HelplineBarbara Schlifer Counselling ClinicBlack Creek Community Health CentreCentral Family IntakeErnestine Womenrsquos ShelterFamily Services AssociationFlemingdon Neighborhood ServicesKorean Canadian Womenrsquos Association
47
Appendices
Macaulay Child Development CentreSt Christopherrsquos HouseSt Joseph Womenrsquos Health CentreSt Michael HospitalStonegate Community Health CentreUrban Alliance on Race RelationsWomenrsquos Counselling Referral and Education CentreYorktown ShelterYWCA
48
Appendix H References
Dancing on Live Embers Challenging Racism in Organizations Tina Lopes and Barb Thomas Be-tween the Lines Toronto 2006
Campbell C (2003) Anti-oppressive social work Promoting equity and Social Justice Editor DrCarolyn Campbell Halifax Nova Scotia Dalhousie UniversityRetrieved Jan 22 2008httpaoswsocialworkdalcawhatisaoswhtml
Roundtable on Anti-Oppression Politics in Anti-Capitalist Movements Edited by Sharmeen Khan ndashparticipants in the roundtable Kirat Kaur Junie Deacutesil Gary KinsmanRetrieved Jan 22 2008httpuppingtheantiorgnode1380
Williams C (2003) ldquoSeeking Cultural Competence What Is It How Do You Develop It and How DoYou Know When Yoursquove Got Itrdquo In WShera (Ed) Emerging Perspectives on Anti-Oppressive Practice(pp 265 - 278) Toronto Canadian Scholarsrsquo Press Inc
- Front Page1-1
- ManualModEN2
- ManualModEN3
- ManualModENCon
-
Appendices
Part 3 Appendices
Appendix A Forms
Appendix B Sample Terms of Reference
Appendix C Sample Conflict Resolution Guidelines
Appendix D Sample Decision Making Chart
Appendix E Framework for policy development and review
Appendix F Glossary of Anti-Oppression Terms
Appendix G Focus Group Findings
Appendix H References
24
Appe
ndic
es
Appendix A Forms
bull Plan for policy reviewbull Work planbull How accessible is this policybull How does this policy affect different peoplebull Policy gaps and what we can dobull Report of recommendations
25
Appendices
Plan for policy review
26
etaD aerA weiverotseicilopfotsiL
1raeY
2raeY
3raeY
Appe
ndic
es
Work plan
otsdeentahWneppah
siohWelbisnopser
sksaT eniLemiT
27
Appendices
How accessible is this policy
seYsdeeN
krownoitnettAfosaerA
aniycilopehtsInoitacoleerf-reirrab
nielbaliavaycilopehtsIstamroftnereffid
tuobatnemmocetivniewoDtamrofeht
ninettirwycilopehtsIrofysaesitahtegaugnal
dnatsrednuotstneilctsom
ylisaeebycilopehtnaCrehtootdetalsnart
segaugnal
tiohwyasycilopehtseoDstceffa
siohwyastiseoDrofelbisnopser
tignitnemelpmi
suoiravtcelferycilopehtseoDseulavdnasfeileblarutluc
ehtnissecorpasierehtfIspetsehteraycilop
otelbatpadadnaelbixelfsecnereffidetadommocca
etivniycilopehtseoDkcabdeefevigotelpoep
tahwtuobastnemmocdnasyasti
28
Appe
ndic
es
How does this policy affect different people
snoitseuQ noitnettAfosaerA
neebycilopehtsahwoHdetnemelpmi
evahsecitcarpdnaserudecorptahWdetluser
ycilopsihtmorfstifenebohW
woH
tifenebtonseodohW
woH
otsreirrabehtyfitnediuoynaCeraepyttahWstcapmielbatiuqe
)ctelaicnanifdetalsigel(yeht
dnasnoitseuqstnemmoctahWsihttuobaevahelpoepodstnialpmocserudecorpdnasecitcarpehtroycilop
detaercsahycilopsihttaht
ecivresffatsehtodtahWrosrebmemytinummocsresu
ycilopsihttuobayassreetnulov
29
Appendices
Policy gaps and what we can do
seYsdeeN
krownoitnettAfosaerA
wohyasycilopehtseoDeblliwelpoeptnereffid
detceffa
lliwelpoeptahttimdatiseoDsyawtnereffidnidetceffaeb
hguoneelbixelfycilopehtsItnereffidehtotdnopserot
elpoeptahtsecneirepxedevilevah
elbixelftonsiycilopehtfIehttahwyastiseod
otodlliwnoitazinagrosihtegnahc
egnahcrofnalpehtseoDsenilemitedulcni
wohyasycilopehtseoDrotupnievignacelpoepehtwohtuobakcabdeef
mehtstceffaycilop
edulcniycilopehtseoDdnasmronlarutlucesrevid
seulav
yehteratahW
30
Appe
ndic
es
Report of recommendations
noitadnemmoceR siohWelbisnopser
enilemiT
31
Appendices
Appendix B Sample Terms of Reference ndash Policy Review Committee
PreambleINSERT YOUR ORGANIZATION NAME is committed to applying an integrated anti-oppression frame-work to all undertakings of the organization To that end the organization will ensure that all poli-cies will be regularly reviewed and updated to reflect an integrated anti-oppression perspective
MandateThe mandate of the Policy Review Committee is to review the policies listed below with the objectiveof providing the organization with feedback and recommendations as to how the policies can betterreflect an integrated anti-oppression analysis The committee may also recommend the deletion oraddition of policies in this process
Type of Committee
The Policy Review Committee is a short term project based committee composed of communitymembers from the service area of YOUR ORGANIZATION NAME and frontline staff managementvolunteers Board and people who have accessed our service
Composition
Members should self-identify in one or more of the following waysbull racialized or aboriginalbull people who have little or no decision making power in the organization including service usersbull members of a marginalized groupbull representative of the demographic of organizationrsquos community
Timeline
The committee will complete the said work in a period of not longer than INSERT DATE HERE (3months from the start date of the review)
Deliverables Recommendations Report
Scope
Committee members shall have access to the policies of the organization mission statement by-laws salary grids collective agreements board meeting minutes complaints received strategicplan and all other relevant documents with the exception of the followingbull personnel filesbull in-camera Board meeting minutesbull client filesbull private legal material
32
Appe
ndic
es
Appendix C Sample Conflict Resolution Guidelines ndash Policy ReviewCommittee
PrinciplesIt is in places of conflict that the potential for change exists Conflicting ideas beliefs and valueswill ensure a rich dialogue and essential learning opportunities for everyone Committee membersare charged with reminding themselves that the committee exists in the service of the organizationwith the ultimate goal of better serving the community Each person on the committee has theresponsibility to deal directly with each other and commit to engaging with each other as allies inthis work
The organization will endeavor to assemble the relevant material that will be useful in meeting theobjectives of the committee prior to the beginning of the project and will ensure that any relevantmaterials will be delivered to the committee as quickly as possible
The decisions and recommendations of the committee do not bind the organization into action TheBoard of Directors andor Executive Director of the organization will review the recommendations ofthe committee and ultimately decide what can be instituted
Budget and Additional Resources
The Policy Review Committee has a budget of $$$$$ The budget will cover the committee costs- member expenses childcare travel long distance calls honorarium- meeting expenses accessible meeting room refreshments conference calls- accessibility expenses ASL interpretation note taking attendant care- supplies photocopying office supplies
Staff resource- maintain minutes and discussion notes for the committee- retrieve documents that the committee requires- assist in organizing meetings and refreshments for meetings
Meetings
Meetings will be held at an accessible meeting space ndash onsite at the organization if possible
The committee is responsible to elect co-chairpersons during the first committee meetingThe responsibilities of the co-chairs in consultation with the whole committee are tobull organize meetingsbull develop the agendabull organize committee communicationbull keep committee members on taskbull organize the completion of the final reportbull maintain communication with the organization including updates requests concerns etc
33
Appendices
34
Remember that resolving conflict does not necessarily mean that a person will change their view-point or opinion A resolution of conflict implies that each party has had the opportunity to sharetheir perspective be heard have opportunity for discussion and then have closure
How we deal with our colleagues when we have a different opinion or viewpoint can either open usup to new learning or shut us down The following are some key points to keep in mind
i Recognize that conflict is a healthy part of communication if all parties understand theirresponsibilities in the process
ii Parties should approach the process with the idea of creating a learning environmentiii Parties should be prepared to listen to each other ndash that is really listen without interrupt-
ing or preparing your argument in your headiv If you are challenging a statement made by another person ndash it is important to state
concisely where you believe the problem lies and if it furthers the learning moment tostate the impact on yourself
v Do not belabor the point or make comments about the otherrsquos motivation for the state-ment (ie They are ignorant bigoted etc)
vi The person who has been challenged should take away the information to think aboutwhere their learning lies ndash the statement back to the challenger should include how youwill approach the information that was shared with you from the other person
vii If you do not agree with the challengerrsquos view ndash further dialogue may be necessaryviii State your own view and where you believe the problem liesix Each person is responsible to think critically about the otherrsquos view with a goal of finding
common ground andor compromise andor the decision to agree to disagree ndash which isallowing space for differing points of view
x It is important that both parties do not disengage from the process by complaining orexpressing dissatisfaction about the other person to other people ndash that kind of behaviorlowers the integrity of the process and the party who engages in it
xi Try to understand each otherrsquos perspective without judging the person or making assump-tions about each other
Co-chairs responsibilitiesbull reminding members of the guidelines of conflict resolutionbull arranging time in the agenda to address conflict in the groupbull mediating conversations between the parties in conflictbull negotiating resolutionbull If the conflict is in regards to making a decision The co-chairs should refer to the decision
making guidelines
The guidelines presented above should not be used in situation of discrimination and abuse Inthose situations the committee should follow the procedures in the organizations anti-discriminationor anti-harassment policies
Appe
ndic
es
35
snoitpO snosaeRstifeneBrof
snosaeRsmelborPtsniagA
puorGnoisiceD
rofsnosaeRnoisiceD
Appendix D Sample Decision Making Chart ndash Policy Review Committee
Appendices
36
App
endi
x E
Fra
mew
ork
for p
olic
y re
view
and
dev
elop
men
t
We
deve
lope
d th
is fr
amew
ork
duri
ng th
e fir
st p
hase
of t
his
proj
ect
Its
purp
ose
is to
hel
p or
gani
zatio
ns u
se a
n in
tegr
ated
ant
i-opp
ress
ion
fram
ewor
k ap
proa
ch w
hen
revi
ewin
g an
d de
velo
ping
pol
icie
s
NOITSE
UQ
EG
NELLAH
CES
NOPSE
R
esoprupeht
sitah
Wrodna
ycilopsiht
foerudecorp
erusneotyrassecen
siycilop
aneh
wwonk
ottluciffid
ebn ac
tIruoy
tahterusne
otdna
seicilopyna
moot
gnitaercton
erauoy
ehtgniyfitnedI
stnemetats
gnitcilfnocgnika
mton
e raseicilop
edivorpsalle
wsa
sllaftipeseht
diovapleh
nacesoprup
otyrassecen
eblliw
serudecorptah
wdna
wohot
sanoi tcerid
esoprupeht
teem
bull bull bull bull
ycilopeht
rofelanoitar
ehtedivorP
tnetniytiuqe
ehtyfitnedi
ylraelCseitilibisnopser
evitalsigelyfitnedI
)s(ycilopetairporppa
ehtot
serudecorpkniL
tifycilop
ehtseo
Dycnega
ehtnihti
wnoissi
metad nam
rodnatne
metatsseulav
fotne
metatssfeileb
dna
woH
dnaetadna
mrieht
eniltuotaht
stnemetats
evahseicnega
ynaM
roFetadna
meht
teemlli
wyeht
wohtuoba
sfeilebrieht
elpmaxe
nasi
nemo
wllatsniaga
ecneloivlladne
otelpmaxe
er usneneht
tsum
wolloftaht
seiciloPtne
metatsnoissi
ma
fotsniaga
ecneloivgnitauteprep
tonsi
noitazinagroeht
tahtnoisserppo
ronoisulcxe
fomrof
ehtni
nemo
w
bull bull bull bull bull
fotne
metatsstnemucod
tnavelerllaweiveR
ctetnemetats
noissimetadna
msfeilebeht
stroppusycilop
ehtfi
enimrete
Detadna
mnoissim
seitiugibma
ehtyfitnedI
seulaveht
htiw
st sartnocycilop
ehtfi
enimrete
Dnoitazinagro
ehtfo
ycilopeht
oteka
mnac
uoysegnahc
ehtyfitnedI
tievorp
miot
tifyc ilop
ehtseo
Deht
htiw
snoitazinagronoitisoplacitilop
wo
H
tahtnoitisop
nasitrapa
naem
tonseod
noitisoplacitilopA
ynamrehtaR
ytraplacitilopralucitrap
astroppus
seussiralucitrap
nosnoitisopdepoleved
evahsnoitazinagro
noitazinagrotsini
mefa
ebya
mnoitazinagro
ruoyelp
maxeroF
dluow
serudecorpdna
seicilopruoy
noitazinagrotsini
mefa
sAytiuqe
yapeikro
wemarf
ytilauqesna
mow
awollof
ctestifenebrevigeracyli
mafdednapxe
bull bull
snoitisoplanoitazinagroeht
ssucsiddna
yfitnedItub
nettirwnu
erataht
seussilaicosgnidrager
esohtfo
emoS
noitazinagroruoy
nihtiw
tsixeyap
msireetnulovsvrobal
diapedulcniya
mcteseussi
htlaehlatnemytiuqe
-tne
metatsfeileb
aot
snoitisopetairporppa
ddAtsixe
tonseod
enofi
enoetaerc
ro
Appe
ndic
es
37
NOITSE
UQ
EG
NELLAH
CES
NOPSE
R
teem
ycilopeht
seoD
sdradnatsmu
minim
noitalsigelrobal
fosthgir
namuh
ycavirpnoitalsigelrednufnoit alsigel
dnastne
meergalautcartnoc
rehtostne
meerga
mehtdeecxe
tiseo
D
lautcartnocdna
evitalsigeltee
mylraelc
dluohsseiciloP
nettirw
si)noitalsigel
ytiuqeneve(
noitalsigeLseitilibisnopser
ehtno
desabsi
tahtkro
wemarf
erutluctnani
moda
morfeht
tcetorpot
keesyehT
spuorgsuonego
mohfo
noitpmussa
elpoepfo
sthgireht
ecnavdatonelpoep
dezilanigram
fosthgir
dnoyebog
dluohsseicilopkro
wemarflanoitcesretni
naylppa
oTsdradnatsla
minim
bull bull bull bull
snoitazinagroeht
dnatsrednudna
weiveR
waleht
rednuseitilibisnopser
seitilibisnopserdnatsrednu
dnastcartnoc
weiveRstcartnoc
fos
mreteht
rednullaf
snoitatcepxemu
minim
ehtereh
wyfitnedI
sseccaot
tnemevorp
midna
tnemecnavda
fot rohs
ytiuqedna
lauqetroppus
nacnoitazinagro
ruoysya
wyfitnedI
ytinutroppo
sihtseod
woH
erudecorpycilopeht
tc apmi
snoitazinagrotegdub
fI
mehttne
melpmi
ottcap
miyrategdub
evahod
seicilopyna
Mot
elbissopmi
emoceblli
wycilop
ehtdezingocer
tonsi
sihttub
ycilopdab
asi
tiesuaceb
ton-
dedracsideb
dnawollof
rofdetnuocca
tonere
wnoitatne
melpmi
fostsoc
ehtesuaceb
bull bull bull bull
htiw
detaicossastsoc
ehtllayfitnedI
ycilopeht
fonoitatne
melpmi
ralugerfo
trapera
stsoceht
erehw
yfitnedIedulcni
dluow
reganam
foyralaSei
-ssenisub
noisivrepusffats
stsoclanoitiddayfitne dI
ylgnidroccategduB
otelbisnopser
sioh
Wsi
ycilopsiht
erusnedna
dootsrednudecrofne
elbisnopsersi
ohw
etatsylraelc
tsum
serudecorpdna
seiciloPhcaEssenevitceffe
gnitaulavedna
gnirotinomtuo
gniyrracrof
detatsylraelc
e bdluohs
elorsnosrep
bull bull
diapnudna
diapfo
selorsuoirav
ehtyfitnedI
noitazinagroeht
fosreb
mem
ehttuo
yrraclliw
ohw
srebme
meht
yfitnedIsreb
mem
ehtetaulave
dnaesivrepusserudecorp
ycilopeht
etaulavedna
weiveretaerc
Appendices
38
NOIT
SE
UQ
EG
NELL
AH
CE
SN
OP
SE
R
eht
sita
hW
rof
msina
hcem
lacitirctnial
pm
ockca
bdeef
tegtaht
stnemucod
gnivileb
dluohsserudecorp
dnaseiciloP
ottnatrop
misi
tieroferehT
sevorpmi
gninraelruo
saretteb
rokcabdeef
edivorpnac
detceffaesoht
wohetats
yl raelcro
elbaeganamnu
evitceffenievorp
yehtneh
wfinialp
mocevisserppo
bull bull bull
seifitnediylraelc
tahtycilop
stnialpmoc
aetaer
Csreb
mem
diapnudna
diaprof
ssecorpeht
srebme
mytinu
mmoc
dnastneilcsresu
ecivrestI
elbisseccas i
ssecorpstnialp
moceht
erusnEyllacisyhp
nacsklof
erehw
decalpeb
dluohselbissecca
tnereffidni
dereffodna
tissecca
nialpraelc
ninettir
web
osladluohs
tIsta
mrofelpoep
ybdessecca
ebnac
titaht
osegaugnal
slevelycaretil
suoir avhti
wycilop
ehtrof
kcabdeefrof
ssecorpeht
yfitnedI
weiver
eb
ycilo
pe
htlli
ww
oH
otdetaci
nu
mm
oce
blli
wo
hw
eso
ht ti
yb
detceffa
ehtyb
detceffeesoht
llaot
tnediveeb
dluohscorpseiciloP
tnatropmi
sinoitacinu
mmoc
fonalp
agnitaer
Cse
moctuobull bull bull bull bull bull
elbisnopsereb
lliw
ohw
elpoepeht
folla
yfitnedIeb
lliw
ohw
esohtdna
noitatnemelp
mirof
noitatnem elp
mieht
ybdetcap
misdnik
tnereffideht
sseccafo
stniopeht
yfitnedIyrassecen
sseccafo
sepytdna
noitatnemelp
mirof
elbisnopseresoht
llaerusnE
seitilibisnopserrieht
tuobaraelc
eraot
ycilopetacinu
mmoc
otnalp
ehtyfitnedI
s rebme
mytinu
mmoc
dnastneilcsresu
ecivresrehto
dnaegaugnal
ycaretilsserdd
Aseussi
ytilibisseccaseussi
eseh tsserdda
otnalp
aetaer
C
Appe
ndic
es
39
NOITSE
UQ
EG
NELLAH
CES
NOPSE
R
weivereht
sitah
Weludehcs
ehtodlli
woh
W
weiver
deweiver
ebdluohs
stnemucod
gnivilsa
serudecorpdna
seiciloPdluohs
ssecorpehT
tnemevorp
mirof
yltnetsisnocdna
ylralugernI
kcabdeefrof
ytinutroppoedivorp
otsa
oseludehcs
aedulcni
dnaseicilop
ehtyb
detceffaesohtlla
morftupni
tegot
redrotahtnesohc
rodetov
ebdluohs
sreweiver
fomaet
aserudecorp
sevitcepsrepfo
esabdaorb
atneserper
bull bull bull
roylraey-
seicilopfo
weiverrof
enile
mita
teSylraey-ib
ebdluohs
tahtspuorg
redlohekatseht
yfitnedIytisrevid
otnoitnetta
htiw
weivereht
nidevlovni
dnassenevitceffe
ehtssessa
otsloot
edivorPycilop
hcaefo
ytiuqe
ycilopsiht
seoD
egnellahclahcrairtap
laicosevisserppo
wo
Hs
mron
gnignellahcflesti
nisi
krowe
marfdetargetni
nagniylppA
neebevah
sufo
ynam
sareve
woHs
mronerutluc
tnanimod
morftrats
dluohse
wsdradnats
naciremA
htroN
ybdenoitidnoc
nide
marfeblli
wserudecorp
dnaseicilop
ruotaht
esimerp
ehtksa
otevah
ew
eroferehTsfeileb
dnaseulav
erutluctnani
modgnidlohpu
tonera
ew
erusnetaht
snoitseuqfo
seiresa
sevle sruonoisserppo
fos
metsysdehcnertne
bull bull bull bull bull bull bull
noisserppodna
yhcrairtapfo
seussieht
yfitnedIycilop
hcaeni
tnerehninihti
wseussi
esehtegnellahc
otwoh
ezigetartSnoitazinagro
ruoygnika
mnoisiced
ehtni
ycnerapsnarteht
weiveRsessecorp
seodtah
Weisevlesruoyrof
snoitseuqetaerC
noitazinagroruo
niekil
koolre
wopycilop
ehtmorf
stifeneboh
wyfitnedI
revore
wopa
dlohpuseicilop
hcihw
enimrete
Dkro
wemarf
emit-lluf
derihsteg
ohWei
-snoitseuq
ksAsi
erehW
denimreted
sihtsi
woH
emit-trap
senimreted
ohW
tegdubeht
nitneps
yenom
seitiroirp
Appendices
40
NOITSE
UQ
EG
NELLAH
CES
NOPSE
R
ehteblli
wtah
Wno
tcapmilaitnereffid
spuorgdezilanigra
m
dnatsrednuot
tnatropmi
sitI
emas
ehtnae
mton
seodlauqEyfitnedi
otspuorg
tnereffidno
seicilopfo
stcapmi
suoiraveht
foytilibissecca
troppusot
wohdna
eilsreirrab
ehtereh
wspuorg
suoiravrof
secivresdna
tnemyolp
me
bull bull bull bull
fos
mitcivera
ohw
elpoepfo
spuorgyfitnedI
noisserppoci
metsysspuorg
suoiravno
stcapmi
ehtyfitnedI
dnaytiuqe
ecnavdataht
stcapmi
hsiugnitsiD
tonod
tahtesoht
sseccaot
sreirrabegnahc
otsya
wezigetartS
ycilopehtlli
wwo
Hnoisserppo
egnellahcnoisserppo
cimetsys
rofseicilop
weiveR bullmsicar
bullaibohpo
mohmsixesoreteh
bullmsielba
bullmsiega
bullmsixes
bullmsirtneconhte
bullmsissalc
bullmsiti
mes-itnabull
msibarA-itnabull
noitanimircsid
suoigilerbull
msilainoloc
bull bull bull
tsrifnretse
wa
sahycilop
ehtfi
enimrete
D
weivdlro
wtuoba
noitpmussa
narof
ycilopeht
ssessAnoitautis
cimonoce-oicos
dnaegaugnalytilibafo
secnereferrof
egaugnaleht
weiveRsnoitp
mussasuoigilernoitazinoloc
Appe
ndic
es
Appendix F Glossary of Anti-Oppression Terms
Ableism Prejudice and discrimination against people living with mental emotional and physicaldisabilities or differences People living with disabilities experience this discrimination segrega-tion and isolation because of peoplersquos prejudices and institutional barriers not because of thedisability or difference itself Deaf Deafened and Hard of hearing people historically have experi-enced systemic ableist oppression as well
Anti-Semitism Discrimination or violence against Jews Judaism and the cultural intellectualand religious heritage of Jewish people The word Semite literally refers to ldquoany of the peoplessupposed to be descended from Shem son of Noah especially the Jews Arabs Assyrians andPhoeniciansrdquo However Anti-Semitism is mostly used to refer to prejudice discrimination andviolence directed at Jews
Class Economic and social groups People in the higher classes make decisions about theeconomy while other people work for wages or are kept out of the economy The things that markdifferences between classes include peoplersquos ability to meet their basic needs their level ofincome wealth and formal education and their connections with people and institutions thathave influence and power In the current economic structure rich people got their wealth bytaking advantage of people at the bottom and middle of the class structure
Classism Any practices and beliefs that judge and value people according to their social class orthe social class that other people assume they belong to Most workplaces use classist languagethat reflects and reinforces the social hierarchy For example they undervalue the work of sup-port staff and decisions do not include the knowledge and opinions of these workers
Colonialism When a foreign power dominates and exploits an indigenous group by taking theirland and resources and using them as cheap labor in order to make money It also means spe-cific era between the 1700s and 1900s when European countries expanded into the Americasand countries of the global South In Europe people justified these practices using racial doc-trines These ideas about hierarchies of race are still widespread Uncovering and challengingthe ideas and ongoing practices of colonialism are important parts of racial equity work
Culture The collective experience beliefs values knowledge economy and ways of life of agroup of people who share past or current experiences Culture changes constantly it is notstatic Every culture is shaped by the land and spaces people inhabit together Individual andgroup culture can also be shaped by language religion racialization gender experiences ofmigration and immigration social class political affiliation family influences age sexual orien-tation geographic origin ethnicity experiences of discrimination or lack of discrimination andexperiences fighting oppression
Disenfranchised Not having full rights as a citizen or not being able to fully participate as amember of the community
41
Appendices
Dominant Culture The beliefs values and judgments of groups with social power The dominantculture is created and maintained by people in the dominant social group People who do notbelong to the dominant group often believe that these values beliefs and judgments are trueinstead of seeing how they reflect the interests of people in power
Dominant group People whose social identity gives them power and privilege In most parts ofCanada dominant identities are White male English-speaking heterosexual able-bodied Chris-tian affluent and middle class thirty to sixty-five years of age university educated from centralCanada Many people have one or more dominant identities
Equity Peoplersquos rights as individuals or members of a group to an equitable share of theresources and influence in society Equity work analyses and challenges unfair systems andpractices and works towards creating outcomes and access that benefit people equally
Exploitation Taking unfair advantage of a person or a group for onersquos own gain or advantageExploitation can be systematic or individual
First Nations A term that reflects the process some Aboriginal peoples in Canada have used toname themselves The word ldquofirstrdquo recognizes the fact that Aboriginal peoples are the originalinhabitants of what is now called Canada The word ldquonationrdquo stresses the fact that Aboriginalpeoples are political collectives who had their own forms of government before Europeans beganto settle here Many First Nations peoples are fighting to re-establish that sovereigntybull The term also refers to a group of Aboriginal people who were previously called a ldquoBandrdquo by
the Department of Indian Affairsbull ldquoFirst Nationrdquo can also mean a group or several groups of Aboriginal people who have the
same ethno-cultural background
Gender identity Features that are tied to how an individual thinks of themselves as a man or awoman A personrsquos gender identity may not be the same as their biological sex
Gender roles The culturally specific behaviors and appearances constructed by a culture todefine what is expected of women and men The expectations of femininity and masculinity areimposed on individuals according to their biological sex
Harassment Persistent ongoing behavior conveying negative attitudes towards an individual orgroup to make them feel intimidated and humiliated Harassment is an exercise of power Itincludes any action that a person knows or should know is not welcome Harassment includesname-calling jokes slurs graffiti insults threats rudeness and crude gestures verbal or physi-cal abuse Human Rights Codes in most provinces prohibit harassment based on race religionsex ethnicity and the other prohibited grounds for discrimination
Heterosexism All practices that convey the message that heterosexuals are better than otherpeople including the assumption that everyone is or must be heterosexual It operates like otherforms of prejudice and discrimination giving privilege and rights to members of the dominantgroupndashheterosexualsndashand not to gay or lesbian people
42
Appe
ndic
es
Hierarchy A system that gives individuals or groups different positions and power People andgroups with a higher rank have more power resources and value than individuals or groups witha lower rank For example in a patriarchy men are given more value than women
Immigrants People who have arrived and settled in Canada in their lifetime Sometimes peopleuse the word incorrectly to refer to Canadian-born racialized people because they assume thatall racialized people were born elsewhere
Inclusive Making sure that all members of the community are represented or involved in allaspects of the community
Integrated Combining information and values from a variety of people and sources in order toget a fuller result that is more inclusive
Islamaphobia The systemic ways and individual practices of racism that target Arab people andhave particular impact on them Some examples include negative stereotyping of Muslim peopledepicting Islam as essentially violent and fundamentalist assuming that all Arabs are Muslimand all Muslims are Arabs
Landed immigrant Persons with legal status who are permanent residents of Canada ratherthan visitors refugee claimants temporary workers or citizens
Marginalization A process that keeps groups or individual from having access to all or part ofthe resources and activities of the community
Oppression When one social group takes advantage of another social group either knowinglyor unconsciously Oppression gives the dominant group privilege and marginalizes anddisenfranchises the subordinated group The dominant social group can use force or social insti-tutions and resources to achieve oppression After a time individual members of the dominantgroup do not need to do anything and unequal treatment becomes so much a part of the socialinstitutions and structures that it seems normal
People of colour Any person who is not White or Aboriginal This term was first adopted in theUnited States by racialized people who were trying to name themselves with a positive identityrather than as ldquonon-whitesrdquo ldquocolouredrdquo ldquoethnicsrdquo or ldquovisible minoritiesrdquo
Privilege Unearned power that gives members of the dominant group economic social andpolitical advantages Privilege also means rights that everyone should have but that are deniedto some people
Racism Any aspect of Canadian society that openly or subtly makes White people and Whitenessnormal and valuable while making racialized communities invisible or devaluing stereotypingand labeling people of colour as ldquoothersrdquo who are different or inferior
43
Appendices
Individual racism The beliefs attitudes and actions of individuals that support or maintainracism Individual racism can be conscious or unconscious It can be active or passive
Institutional racism The network of structures policies and practices in systems and institutionsthat give White people advantages and that discriminate oppress and disadvantage racializedpeople
RacializationRacialized Racial identities are not fixed categories They are shaped by historynationality gender class and identity politics Racial designations often differ from country tocountry The term racialization or racialized makes explicit the ways in which we are socialized todifferentiate groups of people on the basis of superficial physical characteristics where White isthe norm It emphasizes the active process of categorizing people while at the same time reject-ing ldquoracerdquo as a scientific category
Refugee Persons who have to flee their country because they have a ldquowell-foundedrdquo fear ofpersecution based on race religion nationality political opinion or membership in a particularsocial group
Religious discrimination Any institutional or individual practices that exclude and discriminateagainst a person because of their religion In Canada many workplaces do not provide equitablyfor all religions Recently the Supreme Court has ruled that employers must accommodate em-ployees whose religious observances are not recognized in the Christian-based statutory holidayssuch as Easter and Christmas Religious discrimination is often linked to other forms of discrimi-nation For example Irish Catholics were often marked by their class ethnic origins and lan-guage as well as their Catholicism Racialized Muslims often experience racism mixed withreligious discrimination
Sexism Systemic and individual practices that give men privilege make women subordinate andthat shame values identified with women
Social Location or Social Identity A personrsquos membership in a socially constructed groupThese groups are often identified according to superficial characteristics such as skin colourcountry of origin religious beliefs body form etc
Structural This approach to equity work believes that the thoughts and behaviors of the indi-vidual are created and guided by various social structures such as capitalism andor neo-liberal-ism and are therefore limited The focus for change is raising awareness of the limits and chal-lenging the structures
Systemic racism The conscious or unconscious policies procedures and practices that excludemarginalize and exploit racialized people Systemic racism is supported by institutional powerand by powerful ideas often unexamined ones which make racism look normal and justified Forexample institutions that do not have effective complaints procedures or performance appraisaland promotion processes that use equity competencies make it possible for individuals to beracist
44
Appe
ndic
es
45
Transgender person A person who is not comfortable with or who rejects some or all of thegender identity given to their biological sex This is an umbrella terms used to describe trans-sexuals transvestites or cross-dressers and intersex people
Transsexual Someone who has a very strong feeling that they are living in the wrong sex A maletranssexual needs to live as a woman and a female transsexual needs to live as a man Somebut not all transsexuals have surgery to reassign their sex Some have procedures to partiallyreassign their sex and some use hormone therapy A transsexual can be heterosexual homo-sexual or bisexualWhite Refers to people belonging to the dominant racial group enjoy skin privilege in NorthAmerica Australia New Zealand and anywhere European colonialism has created racial inequityThe term ldquoWhiterdquo is capitalized for different reasons than other racial designations ndash Aboriginaland Black The latter identities are claimed with pride in opposition to the names imposed bydominant White society One of the ways that racism operates is to leave the racial identity ofWhite people unidentified ldquoWhiterdquo is capitalized to interrupt the privilege of having Whitenessgo unnamed
White Supremacy A system based on assumption of the ldquorightness of Whitenessrdquo in whichpolitical economic and social systems result in White people having more privilege and powerthan racialized people
many of the terms in the glossary were adapted with permission from Dancing on Live Embers ChallengingRacism in Organization by Tina Lopes and Barb Thomas Toronto Between the Lines 2006
Appendices
Appendix G Focus Group Findings
The following points are the relevant themes that emerged from the focus groups The groups wereasked to answer the following questions
1 How well has your organization and the various sectors practiced an integrated approach to anti- oppression
bull overall feeling that most are doing pretty good workbull some feel frustrated that the policies etc are not fully put into practice by all staff at an
agencybull feeling that the work is silorsquod and separated ndash working on one oppression at a timebull that the work is framed from a white middle class perspectivebull the work is not happening fast or often enough ndash ie deaf woman services gaps and barriers
2 What are the effective practices in the various areas ie policies programming outreach training org development
bull be committed inventive constantly evolve vigilantbull open to change pushing for changebull inclusion at all levels of an organization working together on committees and groupsbull engage diversity responsive to different needs
3 Where are the challengesbull funding shortages piecemeal and targeted on specific groups onlybull lack of accountability lack of clear policies and proceduresbull lack of inclusivity and diversitybull lack of time to be together communicate etcworkloads of service providersbull silorsquod workbull systemic exclusion internal and societal institutions
4 Visions and suggestions for changebull core guidelines with key values ndash written down and put into practicebull accountability in staff and managementbull commitment from all levelsbull everyone open to challengebull look at themes not populationsbull community drivenbull training and toolsbull fully funded and supported by structures
5 Who would take up the facilitation of changebull not one personbull coalitionsbull community groupsbull all levels of organization including service users
46
Appe
ndic
es
Recommendation(s)
a Conduct a review of existing policies procedures and practices that organizations feel repre-sent their best efforts of an integrative anti-oppressive framework
b Working groups should be created to develop the most effective integrative policies andprograms The groups should include diverse members from different social locations com-munities and be representative of all levels of the organization including service users
c Organizations must support this work by allocating time personnel and resourcesd Organizations must demonstrate commitment to the work by reviewing all policies proce-
dures and programs through the lense of an integrative anti-oppressive frameworke A tool kit should include templates of policies and procedures to simplify the writing of work
done by the committeesworking groupf This work is not static and must be revisited regularly in order to incorporate new informa-
tiong Organizations should offer regular training and workshops on how to put an integrative anti-
oppression framework into practiceh Organizations must hold staff and volunteers accountable to adhering to agency practice by
offering training and supervision including key values in mandate and mission statementsand integrative anti-oppressive practices in personnel and volunteer policies
Focus group participants
The following organizations participated in focus groups in 2005-06 for the Integrative Anti-Oppression Project
Woman Abuse CouncilFCJ Refugee Centre519 Community CentreNelliersquosSpringtidersquos Women with Disabilities ProgramToronto Rape Crisis CentreMulticultural Women Against RapeCentral Neighbourhood HouseAccess Alliance Multicultural Community Health CentreA Commitment to Training and Employment for Women (ACTEW)Arab Community Centre of TorontoAssaulted Womenrsquos HelplineBarbara Schlifer Counselling ClinicBlack Creek Community Health CentreCentral Family IntakeErnestine Womenrsquos ShelterFamily Services AssociationFlemingdon Neighborhood ServicesKorean Canadian Womenrsquos Association
47
Appendices
Macaulay Child Development CentreSt Christopherrsquos HouseSt Joseph Womenrsquos Health CentreSt Michael HospitalStonegate Community Health CentreUrban Alliance on Race RelationsWomenrsquos Counselling Referral and Education CentreYorktown ShelterYWCA
48
Appendix H References
Dancing on Live Embers Challenging Racism in Organizations Tina Lopes and Barb Thomas Be-tween the Lines Toronto 2006
Campbell C (2003) Anti-oppressive social work Promoting equity and Social Justice Editor DrCarolyn Campbell Halifax Nova Scotia Dalhousie UniversityRetrieved Jan 22 2008httpaoswsocialworkdalcawhatisaoswhtml
Roundtable on Anti-Oppression Politics in Anti-Capitalist Movements Edited by Sharmeen Khan ndashparticipants in the roundtable Kirat Kaur Junie Deacutesil Gary KinsmanRetrieved Jan 22 2008httpuppingtheantiorgnode1380
Williams C (2003) ldquoSeeking Cultural Competence What Is It How Do You Develop It and How DoYou Know When Yoursquove Got Itrdquo In WShera (Ed) Emerging Perspectives on Anti-Oppressive Practice(pp 265 - 278) Toronto Canadian Scholarsrsquo Press Inc
- Front Page1-1
- ManualModEN2
- ManualModEN3
- ManualModENCon
-
Appe
ndic
es
Appendix A Forms
bull Plan for policy reviewbull Work planbull How accessible is this policybull How does this policy affect different peoplebull Policy gaps and what we can dobull Report of recommendations
25
Appendices
Plan for policy review
26
etaD aerA weiverotseicilopfotsiL
1raeY
2raeY
3raeY
Appe
ndic
es
Work plan
otsdeentahWneppah
siohWelbisnopser
sksaT eniLemiT
27
Appendices
How accessible is this policy
seYsdeeN
krownoitnettAfosaerA
aniycilopehtsInoitacoleerf-reirrab
nielbaliavaycilopehtsIstamroftnereffid
tuobatnemmocetivniewoDtamrofeht
ninettirwycilopehtsIrofysaesitahtegaugnal
dnatsrednuotstneilctsom
ylisaeebycilopehtnaCrehtootdetalsnart
segaugnal
tiohwyasycilopehtseoDstceffa
siohwyastiseoDrofelbisnopser
tignitnemelpmi
suoiravtcelferycilopehtseoDseulavdnasfeileblarutluc
ehtnissecorpasierehtfIspetsehteraycilop
otelbatpadadnaelbixelfsecnereffidetadommocca
etivniycilopehtseoDkcabdeefevigotelpoep
tahwtuobastnemmocdnasyasti
28
Appe
ndic
es
How does this policy affect different people
snoitseuQ noitnettAfosaerA
neebycilopehtsahwoHdetnemelpmi
evahsecitcarpdnaserudecorptahWdetluser
ycilopsihtmorfstifenebohW
woH
tifenebtonseodohW
woH
otsreirrabehtyfitnediuoynaCeraepyttahWstcapmielbatiuqe
)ctelaicnanifdetalsigel(yeht
dnasnoitseuqstnemmoctahWsihttuobaevahelpoepodstnialpmocserudecorpdnasecitcarpehtroycilop
detaercsahycilopsihttaht
ecivresffatsehtodtahWrosrebmemytinummocsresu
ycilopsihttuobayassreetnulov
29
Appendices
Policy gaps and what we can do
seYsdeeN
krownoitnettAfosaerA
wohyasycilopehtseoDeblliwelpoeptnereffid
detceffa
lliwelpoeptahttimdatiseoDsyawtnereffidnidetceffaeb
hguoneelbixelfycilopehtsItnereffidehtotdnopserot
elpoeptahtsecneirepxedevilevah
elbixelftonsiycilopehtfIehttahwyastiseod
otodlliwnoitazinagrosihtegnahc
egnahcrofnalpehtseoDsenilemitedulcni
wohyasycilopehtseoDrotupnievignacelpoepehtwohtuobakcabdeef
mehtstceffaycilop
edulcniycilopehtseoDdnasmronlarutlucesrevid
seulav
yehteratahW
30
Appe
ndic
es
Report of recommendations
noitadnemmoceR siohWelbisnopser
enilemiT
31
Appendices
Appendix B Sample Terms of Reference ndash Policy Review Committee
PreambleINSERT YOUR ORGANIZATION NAME is committed to applying an integrated anti-oppression frame-work to all undertakings of the organization To that end the organization will ensure that all poli-cies will be regularly reviewed and updated to reflect an integrated anti-oppression perspective
MandateThe mandate of the Policy Review Committee is to review the policies listed below with the objectiveof providing the organization with feedback and recommendations as to how the policies can betterreflect an integrated anti-oppression analysis The committee may also recommend the deletion oraddition of policies in this process
Type of Committee
The Policy Review Committee is a short term project based committee composed of communitymembers from the service area of YOUR ORGANIZATION NAME and frontline staff managementvolunteers Board and people who have accessed our service
Composition
Members should self-identify in one or more of the following waysbull racialized or aboriginalbull people who have little or no decision making power in the organization including service usersbull members of a marginalized groupbull representative of the demographic of organizationrsquos community
Timeline
The committee will complete the said work in a period of not longer than INSERT DATE HERE (3months from the start date of the review)
Deliverables Recommendations Report
Scope
Committee members shall have access to the policies of the organization mission statement by-laws salary grids collective agreements board meeting minutes complaints received strategicplan and all other relevant documents with the exception of the followingbull personnel filesbull in-camera Board meeting minutesbull client filesbull private legal material
32
Appe
ndic
es
Appendix C Sample Conflict Resolution Guidelines ndash Policy ReviewCommittee
PrinciplesIt is in places of conflict that the potential for change exists Conflicting ideas beliefs and valueswill ensure a rich dialogue and essential learning opportunities for everyone Committee membersare charged with reminding themselves that the committee exists in the service of the organizationwith the ultimate goal of better serving the community Each person on the committee has theresponsibility to deal directly with each other and commit to engaging with each other as allies inthis work
The organization will endeavor to assemble the relevant material that will be useful in meeting theobjectives of the committee prior to the beginning of the project and will ensure that any relevantmaterials will be delivered to the committee as quickly as possible
The decisions and recommendations of the committee do not bind the organization into action TheBoard of Directors andor Executive Director of the organization will review the recommendations ofthe committee and ultimately decide what can be instituted
Budget and Additional Resources
The Policy Review Committee has a budget of $$$$$ The budget will cover the committee costs- member expenses childcare travel long distance calls honorarium- meeting expenses accessible meeting room refreshments conference calls- accessibility expenses ASL interpretation note taking attendant care- supplies photocopying office supplies
Staff resource- maintain minutes and discussion notes for the committee- retrieve documents that the committee requires- assist in organizing meetings and refreshments for meetings
Meetings
Meetings will be held at an accessible meeting space ndash onsite at the organization if possible
The committee is responsible to elect co-chairpersons during the first committee meetingThe responsibilities of the co-chairs in consultation with the whole committee are tobull organize meetingsbull develop the agendabull organize committee communicationbull keep committee members on taskbull organize the completion of the final reportbull maintain communication with the organization including updates requests concerns etc
33
Appendices
34
Remember that resolving conflict does not necessarily mean that a person will change their view-point or opinion A resolution of conflict implies that each party has had the opportunity to sharetheir perspective be heard have opportunity for discussion and then have closure
How we deal with our colleagues when we have a different opinion or viewpoint can either open usup to new learning or shut us down The following are some key points to keep in mind
i Recognize that conflict is a healthy part of communication if all parties understand theirresponsibilities in the process
ii Parties should approach the process with the idea of creating a learning environmentiii Parties should be prepared to listen to each other ndash that is really listen without interrupt-
ing or preparing your argument in your headiv If you are challenging a statement made by another person ndash it is important to state
concisely where you believe the problem lies and if it furthers the learning moment tostate the impact on yourself
v Do not belabor the point or make comments about the otherrsquos motivation for the state-ment (ie They are ignorant bigoted etc)
vi The person who has been challenged should take away the information to think aboutwhere their learning lies ndash the statement back to the challenger should include how youwill approach the information that was shared with you from the other person
vii If you do not agree with the challengerrsquos view ndash further dialogue may be necessaryviii State your own view and where you believe the problem liesix Each person is responsible to think critically about the otherrsquos view with a goal of finding
common ground andor compromise andor the decision to agree to disagree ndash which isallowing space for differing points of view
x It is important that both parties do not disengage from the process by complaining orexpressing dissatisfaction about the other person to other people ndash that kind of behaviorlowers the integrity of the process and the party who engages in it
xi Try to understand each otherrsquos perspective without judging the person or making assump-tions about each other
Co-chairs responsibilitiesbull reminding members of the guidelines of conflict resolutionbull arranging time in the agenda to address conflict in the groupbull mediating conversations between the parties in conflictbull negotiating resolutionbull If the conflict is in regards to making a decision The co-chairs should refer to the decision
making guidelines
The guidelines presented above should not be used in situation of discrimination and abuse Inthose situations the committee should follow the procedures in the organizations anti-discriminationor anti-harassment policies
Appe
ndic
es
35
snoitpO snosaeRstifeneBrof
snosaeRsmelborPtsniagA
puorGnoisiceD
rofsnosaeRnoisiceD
Appendix D Sample Decision Making Chart ndash Policy Review Committee
Appendices
36
App
endi
x E
Fra
mew
ork
for p
olic
y re
view
and
dev
elop
men
t
We
deve
lope
d th
is fr
amew
ork
duri
ng th
e fir
st p
hase
of t
his
proj
ect
Its
purp
ose
is to
hel
p or
gani
zatio
ns u
se a
n in
tegr
ated
ant
i-opp
ress
ion
fram
ewor
k ap
proa
ch w
hen
revi
ewin
g an
d de
velo
ping
pol
icie
s
NOITSE
UQ
EG
NELLAH
CES
NOPSE
R
esoprupeht
sitah
Wrodna
ycilopsiht
foerudecorp
erusneotyrassecen
siycilop
aneh
wwonk
ottluciffid
ebn ac
tIruoy
tahterusne
otdna
seicilopyna
moot
gnitaercton
erauoy
ehtgniyfitnedI
stnemetats
gnitcilfnocgnika
mton
e raseicilop
edivorpsalle
wsa
sllaftipeseht
diovapleh
nacesoprup
otyrassecen
eblliw
serudecorptah
wdna
wohot
sanoi tcerid
esoprupeht
teem
bull bull bull bull
ycilopeht
rofelanoitar
ehtedivorP
tnetniytiuqe
ehtyfitnedi
ylraelCseitilibisnopser
evitalsigelyfitnedI
)s(ycilopetairporppa
ehtot
serudecorpkniL
tifycilop
ehtseo
Dycnega
ehtnihti
wnoissi
metad nam
rodnatne
metatsseulav
fotne
metatssfeileb
dna
woH
dnaetadna
mrieht
eniltuotaht
stnemetats
evahseicnega
ynaM
roFetadna
meht
teemlli
wyeht
wohtuoba
sfeilebrieht
elpmaxe
nasi
nemo
wllatsniaga
ecneloivlladne
otelpmaxe
er usneneht
tsum
wolloftaht
seiciloPtne
metatsnoissi
ma
fotsniaga
ecneloivgnitauteprep
tonsi
noitazinagroeht
tahtnoisserppo
ronoisulcxe
fomrof
ehtni
nemo
w
bull bull bull bull bull
fotne
metatsstnemucod
tnavelerllaweiveR
ctetnemetats
noissimetadna
msfeilebeht
stroppusycilop
ehtfi
enimrete
Detadna
mnoissim
seitiugibma
ehtyfitnedI
seulaveht
htiw
st sartnocycilop
ehtfi
enimrete
Dnoitazinagro
ehtfo
ycilopeht
oteka
mnac
uoysegnahc
ehtyfitnedI
tievorp
miot
tifyc ilop
ehtseo
Deht
htiw
snoitazinagronoitisoplacitilop
wo
H
tahtnoitisop
nasitrapa
naem
tonseod
noitisoplacitilopA
ynamrehtaR
ytraplacitilopralucitrap
astroppus
seussiralucitrap
nosnoitisopdepoleved
evahsnoitazinagro
noitazinagrotsini
mefa
ebya
mnoitazinagro
ruoyelp
maxeroF
dluow
serudecorpdna
seicilopruoy
noitazinagrotsini
mefa
sAytiuqe
yapeikro
wemarf
ytilauqesna
mow
awollof
ctestifenebrevigeracyli
mafdednapxe
bull bull
snoitisoplanoitazinagroeht
ssucsiddna
yfitnedItub
nettirwnu
erataht
seussilaicosgnidrager
esohtfo
emoS
noitazinagroruoy
nihtiw
tsixeyap
msireetnulovsvrobal
diapedulcniya
mcteseussi
htlaehlatnemytiuqe
-tne
metatsfeileb
aot
snoitisopetairporppa
ddAtsixe
tonseod
enofi
enoetaerc
ro
Appe
ndic
es
37
NOITSE
UQ
EG
NELLAH
CES
NOPSE
R
teem
ycilopeht
seoD
sdradnatsmu
minim
noitalsigelrobal
fosthgir
namuh
ycavirpnoitalsigelrednufnoit alsigel
dnastne
meergalautcartnoc
rehtostne
meerga
mehtdeecxe
tiseo
D
lautcartnocdna
evitalsigeltee
mylraelc
dluohsseiciloP
nettirw
si)noitalsigel
ytiuqeneve(
noitalsigeLseitilibisnopser
ehtno
desabsi
tahtkro
wemarf
erutluctnani
moda
morfeht
tcetorpot
keesyehT
spuorgsuonego
mohfo
noitpmussa
elpoepfo
sthgireht
ecnavdatonelpoep
dezilanigram
fosthgir
dnoyebog
dluohsseicilopkro
wemarflanoitcesretni
naylppa
oTsdradnatsla
minim
bull bull bull bull
snoitazinagroeht
dnatsrednudna
weiveR
waleht
rednuseitilibisnopser
seitilibisnopserdnatsrednu
dnastcartnoc
weiveRstcartnoc
fos
mreteht
rednullaf
snoitatcepxemu
minim
ehtereh
wyfitnedI
sseccaot
tnemevorp
midna
tnemecnavda
fot rohs
ytiuqedna
lauqetroppus
nacnoitazinagro
ruoysya
wyfitnedI
ytinutroppo
sihtseod
woH
erudecorpycilopeht
tc apmi
snoitazinagrotegdub
fI
mehttne
melpmi
ottcap
miyrategdub
evahod
seicilopyna
Mot
elbissopmi
emoceblli
wycilop
ehtdezingocer
tonsi
sihttub
ycilopdab
asi
tiesuaceb
ton-
dedracsideb
dnawollof
rofdetnuocca
tonere
wnoitatne
melpmi
fostsoc
ehtesuaceb
bull bull bull bull
htiw
detaicossastsoc
ehtllayfitnedI
ycilopeht
fonoitatne
melpmi
ralugerfo
trapera
stsoceht
erehw
yfitnedIedulcni
dluow
reganam
foyralaSei
-ssenisub
noisivrepusffats
stsoclanoitiddayfitne dI
ylgnidroccategduB
otelbisnopser
sioh
Wsi
ycilopsiht
erusnedna
dootsrednudecrofne
elbisnopsersi
ohw
etatsylraelc
tsum
serudecorpdna
seiciloPhcaEssenevitceffe
gnitaulavedna
gnirotinomtuo
gniyrracrof
detatsylraelc
e bdluohs
elorsnosrep
bull bull
diapnudna
diapfo
selorsuoirav
ehtyfitnedI
noitazinagroeht
fosreb
mem
ehttuo
yrraclliw
ohw
srebme
meht
yfitnedIsreb
mem
ehtetaulave
dnaesivrepusserudecorp
ycilopeht
etaulavedna
weiveretaerc
Appendices
38
NOIT
SE
UQ
EG
NELL
AH
CE
SN
OP
SE
R
eht
sita
hW
rof
msina
hcem
lacitirctnial
pm
ockca
bdeef
tegtaht
stnemucod
gnivileb
dluohsserudecorp
dnaseiciloP
ottnatrop
misi
tieroferehT
sevorpmi
gninraelruo
saretteb
rokcabdeef
edivorpnac
detceffaesoht
wohetats
yl raelcro
elbaeganamnu
evitceffenievorp
yehtneh
wfinialp
mocevisserppo
bull bull bull
seifitnediylraelc
tahtycilop
stnialpmoc
aetaer
Csreb
mem
diapnudna
diaprof
ssecorpeht
srebme
mytinu
mmoc
dnastneilcsresu
ecivrestI
elbisseccas i
ssecorpstnialp
moceht
erusnEyllacisyhp
nacsklof
erehw
decalpeb
dluohselbissecca
tnereffidni
dereffodna
tissecca
nialpraelc
ninettir
web
osladluohs
tIsta
mrofelpoep
ybdessecca
ebnac
titaht
osegaugnal
slevelycaretil
suoir avhti
wycilop
ehtrof
kcabdeefrof
ssecorpeht
yfitnedI
weiver
eb
ycilo
pe
htlli
ww
oH
otdetaci
nu
mm
oce
blli
wo
hw
eso
ht ti
yb
detceffa
ehtyb
detceffeesoht
llaot
tnediveeb
dluohscorpseiciloP
tnatropmi
sinoitacinu
mmoc
fonalp
agnitaer
Cse
moctuobull bull bull bull bull bull
elbisnopsereb
lliw
ohw
elpoepeht
folla
yfitnedIeb
lliw
ohw
esohtdna
noitatnemelp
mirof
noitatnem elp
mieht
ybdetcap
misdnik
tnereffideht
sseccafo
stniopeht
yfitnedIyrassecen
sseccafo
sepytdna
noitatnemelp
mirof
elbisnopseresoht
llaerusnE
seitilibisnopserrieht
tuobaraelc
eraot
ycilopetacinu
mmoc
otnalp
ehtyfitnedI
s rebme
mytinu
mmoc
dnastneilcsresu
ecivresrehto
dnaegaugnal
ycaretilsserdd
Aseussi
ytilibisseccaseussi
eseh tsserdda
otnalp
aetaer
C
Appe
ndic
es
39
NOITSE
UQ
EG
NELLAH
CES
NOPSE
R
weivereht
sitah
Weludehcs
ehtodlli
woh
W
weiver
deweiver
ebdluohs
stnemucod
gnivilsa
serudecorpdna
seiciloPdluohs
ssecorpehT
tnemevorp
mirof
yltnetsisnocdna
ylralugernI
kcabdeefrof
ytinutroppoedivorp
otsa
oseludehcs
aedulcni
dnaseicilop
ehtyb
detceffaesohtlla
morftupni
tegot
redrotahtnesohc
rodetov
ebdluohs
sreweiver
fomaet
aserudecorp
sevitcepsrepfo
esabdaorb
atneserper
bull bull bull
roylraey-
seicilopfo
weiverrof
enile
mita
teSylraey-ib
ebdluohs
tahtspuorg
redlohekatseht
yfitnedIytisrevid
otnoitnetta
htiw
weivereht
nidevlovni
dnassenevitceffe
ehtssessa
otsloot
edivorPycilop
hcaefo
ytiuqe
ycilopsiht
seoD
egnellahclahcrairtap
laicosevisserppo
wo
Hs
mron
gnignellahcflesti
nisi
krowe
marfdetargetni
nagniylppA
neebevah
sufo
ynam
sareve
woHs
mronerutluc
tnanimod
morftrats
dluohse
wsdradnats
naciremA
htroN
ybdenoitidnoc
nide
marfeblli
wserudecorp
dnaseicilop
ruotaht
esimerp
ehtksa
otevah
ew
eroferehTsfeileb
dnaseulav
erutluctnani
modgnidlohpu
tonera
ew
erusnetaht
snoitseuqfo
seiresa
sevle sruonoisserppo
fos
metsysdehcnertne
bull bull bull bull bull bull bull
noisserppodna
yhcrairtapfo
seussieht
yfitnedIycilop
hcaeni
tnerehninihti
wseussi
esehtegnellahc
otwoh
ezigetartSnoitazinagro
ruoygnika
mnoisiced
ehtni
ycnerapsnarteht
weiveRsessecorp
seodtah
Weisevlesruoyrof
snoitseuqetaerC
noitazinagroruo
niekil
koolre
wopycilop
ehtmorf
stifeneboh
wyfitnedI
revore
wopa
dlohpuseicilop
hcihw
enimrete
Dkro
wemarf
emit-lluf
derihsteg
ohWei
-snoitseuq
ksAsi
erehW
denimreted
sihtsi
woH
emit-trap
senimreted
ohW
tegdubeht
nitneps
yenom
seitiroirp
Appendices
40
NOITSE
UQ
EG
NELLAH
CES
NOPSE
R
ehteblli
wtah
Wno
tcapmilaitnereffid
spuorgdezilanigra
m
dnatsrednuot
tnatropmi
sitI
emas
ehtnae
mton
seodlauqEyfitnedi
otspuorg
tnereffidno
seicilopfo
stcapmi
suoiraveht
foytilibissecca
troppusot
wohdna
eilsreirrab
ehtereh
wspuorg
suoiravrof
secivresdna
tnemyolp
me
bull bull bull bull
fos
mitcivera
ohw
elpoepfo
spuorgyfitnedI
noisserppoci
metsysspuorg
suoiravno
stcapmi
ehtyfitnedI
dnaytiuqe
ecnavdataht
stcapmi
hsiugnitsiD
tonod
tahtesoht
sseccaot
sreirrabegnahc
otsya
wezigetartS
ycilopehtlli
wwo
Hnoisserppo
egnellahcnoisserppo
cimetsys
rofseicilop
weiveR bullmsicar
bullaibohpo
mohmsixesoreteh
bullmsielba
bullmsiega
bullmsixes
bullmsirtneconhte
bullmsissalc
bullmsiti
mes-itnabull
msibarA-itnabull
noitanimircsid
suoigilerbull
msilainoloc
bull bull bull
tsrifnretse
wa
sahycilop
ehtfi
enimrete
D
weivdlro
wtuoba
noitpmussa
narof
ycilopeht
ssessAnoitautis
cimonoce-oicos
dnaegaugnalytilibafo
secnereferrof
egaugnaleht
weiveRsnoitp
mussasuoigilernoitazinoloc
Appe
ndic
es
Appendix F Glossary of Anti-Oppression Terms
Ableism Prejudice and discrimination against people living with mental emotional and physicaldisabilities or differences People living with disabilities experience this discrimination segrega-tion and isolation because of peoplersquos prejudices and institutional barriers not because of thedisability or difference itself Deaf Deafened and Hard of hearing people historically have experi-enced systemic ableist oppression as well
Anti-Semitism Discrimination or violence against Jews Judaism and the cultural intellectualand religious heritage of Jewish people The word Semite literally refers to ldquoany of the peoplessupposed to be descended from Shem son of Noah especially the Jews Arabs Assyrians andPhoeniciansrdquo However Anti-Semitism is mostly used to refer to prejudice discrimination andviolence directed at Jews
Class Economic and social groups People in the higher classes make decisions about theeconomy while other people work for wages or are kept out of the economy The things that markdifferences between classes include peoplersquos ability to meet their basic needs their level ofincome wealth and formal education and their connections with people and institutions thathave influence and power In the current economic structure rich people got their wealth bytaking advantage of people at the bottom and middle of the class structure
Classism Any practices and beliefs that judge and value people according to their social class orthe social class that other people assume they belong to Most workplaces use classist languagethat reflects and reinforces the social hierarchy For example they undervalue the work of sup-port staff and decisions do not include the knowledge and opinions of these workers
Colonialism When a foreign power dominates and exploits an indigenous group by taking theirland and resources and using them as cheap labor in order to make money It also means spe-cific era between the 1700s and 1900s when European countries expanded into the Americasand countries of the global South In Europe people justified these practices using racial doc-trines These ideas about hierarchies of race are still widespread Uncovering and challengingthe ideas and ongoing practices of colonialism are important parts of racial equity work
Culture The collective experience beliefs values knowledge economy and ways of life of agroup of people who share past or current experiences Culture changes constantly it is notstatic Every culture is shaped by the land and spaces people inhabit together Individual andgroup culture can also be shaped by language religion racialization gender experiences ofmigration and immigration social class political affiliation family influences age sexual orien-tation geographic origin ethnicity experiences of discrimination or lack of discrimination andexperiences fighting oppression
Disenfranchised Not having full rights as a citizen or not being able to fully participate as amember of the community
41
Appendices
Dominant Culture The beliefs values and judgments of groups with social power The dominantculture is created and maintained by people in the dominant social group People who do notbelong to the dominant group often believe that these values beliefs and judgments are trueinstead of seeing how they reflect the interests of people in power
Dominant group People whose social identity gives them power and privilege In most parts ofCanada dominant identities are White male English-speaking heterosexual able-bodied Chris-tian affluent and middle class thirty to sixty-five years of age university educated from centralCanada Many people have one or more dominant identities
Equity Peoplersquos rights as individuals or members of a group to an equitable share of theresources and influence in society Equity work analyses and challenges unfair systems andpractices and works towards creating outcomes and access that benefit people equally
Exploitation Taking unfair advantage of a person or a group for onersquos own gain or advantageExploitation can be systematic or individual
First Nations A term that reflects the process some Aboriginal peoples in Canada have used toname themselves The word ldquofirstrdquo recognizes the fact that Aboriginal peoples are the originalinhabitants of what is now called Canada The word ldquonationrdquo stresses the fact that Aboriginalpeoples are political collectives who had their own forms of government before Europeans beganto settle here Many First Nations peoples are fighting to re-establish that sovereigntybull The term also refers to a group of Aboriginal people who were previously called a ldquoBandrdquo by
the Department of Indian Affairsbull ldquoFirst Nationrdquo can also mean a group or several groups of Aboriginal people who have the
same ethno-cultural background
Gender identity Features that are tied to how an individual thinks of themselves as a man or awoman A personrsquos gender identity may not be the same as their biological sex
Gender roles The culturally specific behaviors and appearances constructed by a culture todefine what is expected of women and men The expectations of femininity and masculinity areimposed on individuals according to their biological sex
Harassment Persistent ongoing behavior conveying negative attitudes towards an individual orgroup to make them feel intimidated and humiliated Harassment is an exercise of power Itincludes any action that a person knows or should know is not welcome Harassment includesname-calling jokes slurs graffiti insults threats rudeness and crude gestures verbal or physi-cal abuse Human Rights Codes in most provinces prohibit harassment based on race religionsex ethnicity and the other prohibited grounds for discrimination
Heterosexism All practices that convey the message that heterosexuals are better than otherpeople including the assumption that everyone is or must be heterosexual It operates like otherforms of prejudice and discrimination giving privilege and rights to members of the dominantgroupndashheterosexualsndashand not to gay or lesbian people
42
Appe
ndic
es
Hierarchy A system that gives individuals or groups different positions and power People andgroups with a higher rank have more power resources and value than individuals or groups witha lower rank For example in a patriarchy men are given more value than women
Immigrants People who have arrived and settled in Canada in their lifetime Sometimes peopleuse the word incorrectly to refer to Canadian-born racialized people because they assume thatall racialized people were born elsewhere
Inclusive Making sure that all members of the community are represented or involved in allaspects of the community
Integrated Combining information and values from a variety of people and sources in order toget a fuller result that is more inclusive
Islamaphobia The systemic ways and individual practices of racism that target Arab people andhave particular impact on them Some examples include negative stereotyping of Muslim peopledepicting Islam as essentially violent and fundamentalist assuming that all Arabs are Muslimand all Muslims are Arabs
Landed immigrant Persons with legal status who are permanent residents of Canada ratherthan visitors refugee claimants temporary workers or citizens
Marginalization A process that keeps groups or individual from having access to all or part ofthe resources and activities of the community
Oppression When one social group takes advantage of another social group either knowinglyor unconsciously Oppression gives the dominant group privilege and marginalizes anddisenfranchises the subordinated group The dominant social group can use force or social insti-tutions and resources to achieve oppression After a time individual members of the dominantgroup do not need to do anything and unequal treatment becomes so much a part of the socialinstitutions and structures that it seems normal
People of colour Any person who is not White or Aboriginal This term was first adopted in theUnited States by racialized people who were trying to name themselves with a positive identityrather than as ldquonon-whitesrdquo ldquocolouredrdquo ldquoethnicsrdquo or ldquovisible minoritiesrdquo
Privilege Unearned power that gives members of the dominant group economic social andpolitical advantages Privilege also means rights that everyone should have but that are deniedto some people
Racism Any aspect of Canadian society that openly or subtly makes White people and Whitenessnormal and valuable while making racialized communities invisible or devaluing stereotypingand labeling people of colour as ldquoothersrdquo who are different or inferior
43
Appendices
Individual racism The beliefs attitudes and actions of individuals that support or maintainracism Individual racism can be conscious or unconscious It can be active or passive
Institutional racism The network of structures policies and practices in systems and institutionsthat give White people advantages and that discriminate oppress and disadvantage racializedpeople
RacializationRacialized Racial identities are not fixed categories They are shaped by historynationality gender class and identity politics Racial designations often differ from country tocountry The term racialization or racialized makes explicit the ways in which we are socialized todifferentiate groups of people on the basis of superficial physical characteristics where White isthe norm It emphasizes the active process of categorizing people while at the same time reject-ing ldquoracerdquo as a scientific category
Refugee Persons who have to flee their country because they have a ldquowell-foundedrdquo fear ofpersecution based on race religion nationality political opinion or membership in a particularsocial group
Religious discrimination Any institutional or individual practices that exclude and discriminateagainst a person because of their religion In Canada many workplaces do not provide equitablyfor all religions Recently the Supreme Court has ruled that employers must accommodate em-ployees whose religious observances are not recognized in the Christian-based statutory holidayssuch as Easter and Christmas Religious discrimination is often linked to other forms of discrimi-nation For example Irish Catholics were often marked by their class ethnic origins and lan-guage as well as their Catholicism Racialized Muslims often experience racism mixed withreligious discrimination
Sexism Systemic and individual practices that give men privilege make women subordinate andthat shame values identified with women
Social Location or Social Identity A personrsquos membership in a socially constructed groupThese groups are often identified according to superficial characteristics such as skin colourcountry of origin religious beliefs body form etc
Structural This approach to equity work believes that the thoughts and behaviors of the indi-vidual are created and guided by various social structures such as capitalism andor neo-liberal-ism and are therefore limited The focus for change is raising awareness of the limits and chal-lenging the structures
Systemic racism The conscious or unconscious policies procedures and practices that excludemarginalize and exploit racialized people Systemic racism is supported by institutional powerand by powerful ideas often unexamined ones which make racism look normal and justified Forexample institutions that do not have effective complaints procedures or performance appraisaland promotion processes that use equity competencies make it possible for individuals to beracist
44
Appe
ndic
es
45
Transgender person A person who is not comfortable with or who rejects some or all of thegender identity given to their biological sex This is an umbrella terms used to describe trans-sexuals transvestites or cross-dressers and intersex people
Transsexual Someone who has a very strong feeling that they are living in the wrong sex A maletranssexual needs to live as a woman and a female transsexual needs to live as a man Somebut not all transsexuals have surgery to reassign their sex Some have procedures to partiallyreassign their sex and some use hormone therapy A transsexual can be heterosexual homo-sexual or bisexualWhite Refers to people belonging to the dominant racial group enjoy skin privilege in NorthAmerica Australia New Zealand and anywhere European colonialism has created racial inequityThe term ldquoWhiterdquo is capitalized for different reasons than other racial designations ndash Aboriginaland Black The latter identities are claimed with pride in opposition to the names imposed bydominant White society One of the ways that racism operates is to leave the racial identity ofWhite people unidentified ldquoWhiterdquo is capitalized to interrupt the privilege of having Whitenessgo unnamed
White Supremacy A system based on assumption of the ldquorightness of Whitenessrdquo in whichpolitical economic and social systems result in White people having more privilege and powerthan racialized people
many of the terms in the glossary were adapted with permission from Dancing on Live Embers ChallengingRacism in Organization by Tina Lopes and Barb Thomas Toronto Between the Lines 2006
Appendices
Appendix G Focus Group Findings
The following points are the relevant themes that emerged from the focus groups The groups wereasked to answer the following questions
1 How well has your organization and the various sectors practiced an integrated approach to anti- oppression
bull overall feeling that most are doing pretty good workbull some feel frustrated that the policies etc are not fully put into practice by all staff at an
agencybull feeling that the work is silorsquod and separated ndash working on one oppression at a timebull that the work is framed from a white middle class perspectivebull the work is not happening fast or often enough ndash ie deaf woman services gaps and barriers
2 What are the effective practices in the various areas ie policies programming outreach training org development
bull be committed inventive constantly evolve vigilantbull open to change pushing for changebull inclusion at all levels of an organization working together on committees and groupsbull engage diversity responsive to different needs
3 Where are the challengesbull funding shortages piecemeal and targeted on specific groups onlybull lack of accountability lack of clear policies and proceduresbull lack of inclusivity and diversitybull lack of time to be together communicate etcworkloads of service providersbull silorsquod workbull systemic exclusion internal and societal institutions
4 Visions and suggestions for changebull core guidelines with key values ndash written down and put into practicebull accountability in staff and managementbull commitment from all levelsbull everyone open to challengebull look at themes not populationsbull community drivenbull training and toolsbull fully funded and supported by structures
5 Who would take up the facilitation of changebull not one personbull coalitionsbull community groupsbull all levels of organization including service users
46
Appe
ndic
es
Recommendation(s)
a Conduct a review of existing policies procedures and practices that organizations feel repre-sent their best efforts of an integrative anti-oppressive framework
b Working groups should be created to develop the most effective integrative policies andprograms The groups should include diverse members from different social locations com-munities and be representative of all levels of the organization including service users
c Organizations must support this work by allocating time personnel and resourcesd Organizations must demonstrate commitment to the work by reviewing all policies proce-
dures and programs through the lense of an integrative anti-oppressive frameworke A tool kit should include templates of policies and procedures to simplify the writing of work
done by the committeesworking groupf This work is not static and must be revisited regularly in order to incorporate new informa-
tiong Organizations should offer regular training and workshops on how to put an integrative anti-
oppression framework into practiceh Organizations must hold staff and volunteers accountable to adhering to agency practice by
offering training and supervision including key values in mandate and mission statementsand integrative anti-oppressive practices in personnel and volunteer policies
Focus group participants
The following organizations participated in focus groups in 2005-06 for the Integrative Anti-Oppression Project
Woman Abuse CouncilFCJ Refugee Centre519 Community CentreNelliersquosSpringtidersquos Women with Disabilities ProgramToronto Rape Crisis CentreMulticultural Women Against RapeCentral Neighbourhood HouseAccess Alliance Multicultural Community Health CentreA Commitment to Training and Employment for Women (ACTEW)Arab Community Centre of TorontoAssaulted Womenrsquos HelplineBarbara Schlifer Counselling ClinicBlack Creek Community Health CentreCentral Family IntakeErnestine Womenrsquos ShelterFamily Services AssociationFlemingdon Neighborhood ServicesKorean Canadian Womenrsquos Association
47
Appendices
Macaulay Child Development CentreSt Christopherrsquos HouseSt Joseph Womenrsquos Health CentreSt Michael HospitalStonegate Community Health CentreUrban Alliance on Race RelationsWomenrsquos Counselling Referral and Education CentreYorktown ShelterYWCA
48
Appendix H References
Dancing on Live Embers Challenging Racism in Organizations Tina Lopes and Barb Thomas Be-tween the Lines Toronto 2006
Campbell C (2003) Anti-oppressive social work Promoting equity and Social Justice Editor DrCarolyn Campbell Halifax Nova Scotia Dalhousie UniversityRetrieved Jan 22 2008httpaoswsocialworkdalcawhatisaoswhtml
Roundtable on Anti-Oppression Politics in Anti-Capitalist Movements Edited by Sharmeen Khan ndashparticipants in the roundtable Kirat Kaur Junie Deacutesil Gary KinsmanRetrieved Jan 22 2008httpuppingtheantiorgnode1380
Williams C (2003) ldquoSeeking Cultural Competence What Is It How Do You Develop It and How DoYou Know When Yoursquove Got Itrdquo In WShera (Ed) Emerging Perspectives on Anti-Oppressive Practice(pp 265 - 278) Toronto Canadian Scholarsrsquo Press Inc
- Front Page1-1
- ManualModEN2
- ManualModEN3
- ManualModENCon
-
Appendices
Plan for policy review
26
etaD aerA weiverotseicilopfotsiL
1raeY
2raeY
3raeY
Appe
ndic
es
Work plan
otsdeentahWneppah
siohWelbisnopser
sksaT eniLemiT
27
Appendices
How accessible is this policy
seYsdeeN
krownoitnettAfosaerA
aniycilopehtsInoitacoleerf-reirrab
nielbaliavaycilopehtsIstamroftnereffid
tuobatnemmocetivniewoDtamrofeht
ninettirwycilopehtsIrofysaesitahtegaugnal
dnatsrednuotstneilctsom
ylisaeebycilopehtnaCrehtootdetalsnart
segaugnal
tiohwyasycilopehtseoDstceffa
siohwyastiseoDrofelbisnopser
tignitnemelpmi
suoiravtcelferycilopehtseoDseulavdnasfeileblarutluc
ehtnissecorpasierehtfIspetsehteraycilop
otelbatpadadnaelbixelfsecnereffidetadommocca
etivniycilopehtseoDkcabdeefevigotelpoep
tahwtuobastnemmocdnasyasti
28
Appe
ndic
es
How does this policy affect different people
snoitseuQ noitnettAfosaerA
neebycilopehtsahwoHdetnemelpmi
evahsecitcarpdnaserudecorptahWdetluser
ycilopsihtmorfstifenebohW
woH
tifenebtonseodohW
woH
otsreirrabehtyfitnediuoynaCeraepyttahWstcapmielbatiuqe
)ctelaicnanifdetalsigel(yeht
dnasnoitseuqstnemmoctahWsihttuobaevahelpoepodstnialpmocserudecorpdnasecitcarpehtroycilop
detaercsahycilopsihttaht
ecivresffatsehtodtahWrosrebmemytinummocsresu
ycilopsihttuobayassreetnulov
29
Appendices
Policy gaps and what we can do
seYsdeeN
krownoitnettAfosaerA
wohyasycilopehtseoDeblliwelpoeptnereffid
detceffa
lliwelpoeptahttimdatiseoDsyawtnereffidnidetceffaeb
hguoneelbixelfycilopehtsItnereffidehtotdnopserot
elpoeptahtsecneirepxedevilevah
elbixelftonsiycilopehtfIehttahwyastiseod
otodlliwnoitazinagrosihtegnahc
egnahcrofnalpehtseoDsenilemitedulcni
wohyasycilopehtseoDrotupnievignacelpoepehtwohtuobakcabdeef
mehtstceffaycilop
edulcniycilopehtseoDdnasmronlarutlucesrevid
seulav
yehteratahW
30
Appe
ndic
es
Report of recommendations
noitadnemmoceR siohWelbisnopser
enilemiT
31
Appendices
Appendix B Sample Terms of Reference ndash Policy Review Committee
PreambleINSERT YOUR ORGANIZATION NAME is committed to applying an integrated anti-oppression frame-work to all undertakings of the organization To that end the organization will ensure that all poli-cies will be regularly reviewed and updated to reflect an integrated anti-oppression perspective
MandateThe mandate of the Policy Review Committee is to review the policies listed below with the objectiveof providing the organization with feedback and recommendations as to how the policies can betterreflect an integrated anti-oppression analysis The committee may also recommend the deletion oraddition of policies in this process
Type of Committee
The Policy Review Committee is a short term project based committee composed of communitymembers from the service area of YOUR ORGANIZATION NAME and frontline staff managementvolunteers Board and people who have accessed our service
Composition
Members should self-identify in one or more of the following waysbull racialized or aboriginalbull people who have little or no decision making power in the organization including service usersbull members of a marginalized groupbull representative of the demographic of organizationrsquos community
Timeline
The committee will complete the said work in a period of not longer than INSERT DATE HERE (3months from the start date of the review)
Deliverables Recommendations Report
Scope
Committee members shall have access to the policies of the organization mission statement by-laws salary grids collective agreements board meeting minutes complaints received strategicplan and all other relevant documents with the exception of the followingbull personnel filesbull in-camera Board meeting minutesbull client filesbull private legal material
32
Appe
ndic
es
Appendix C Sample Conflict Resolution Guidelines ndash Policy ReviewCommittee
PrinciplesIt is in places of conflict that the potential for change exists Conflicting ideas beliefs and valueswill ensure a rich dialogue and essential learning opportunities for everyone Committee membersare charged with reminding themselves that the committee exists in the service of the organizationwith the ultimate goal of better serving the community Each person on the committee has theresponsibility to deal directly with each other and commit to engaging with each other as allies inthis work
The organization will endeavor to assemble the relevant material that will be useful in meeting theobjectives of the committee prior to the beginning of the project and will ensure that any relevantmaterials will be delivered to the committee as quickly as possible
The decisions and recommendations of the committee do not bind the organization into action TheBoard of Directors andor Executive Director of the organization will review the recommendations ofthe committee and ultimately decide what can be instituted
Budget and Additional Resources
The Policy Review Committee has a budget of $$$$$ The budget will cover the committee costs- member expenses childcare travel long distance calls honorarium- meeting expenses accessible meeting room refreshments conference calls- accessibility expenses ASL interpretation note taking attendant care- supplies photocopying office supplies
Staff resource- maintain minutes and discussion notes for the committee- retrieve documents that the committee requires- assist in organizing meetings and refreshments for meetings
Meetings
Meetings will be held at an accessible meeting space ndash onsite at the organization if possible
The committee is responsible to elect co-chairpersons during the first committee meetingThe responsibilities of the co-chairs in consultation with the whole committee are tobull organize meetingsbull develop the agendabull organize committee communicationbull keep committee members on taskbull organize the completion of the final reportbull maintain communication with the organization including updates requests concerns etc
33
Appendices
34
Remember that resolving conflict does not necessarily mean that a person will change their view-point or opinion A resolution of conflict implies that each party has had the opportunity to sharetheir perspective be heard have opportunity for discussion and then have closure
How we deal with our colleagues when we have a different opinion or viewpoint can either open usup to new learning or shut us down The following are some key points to keep in mind
i Recognize that conflict is a healthy part of communication if all parties understand theirresponsibilities in the process
ii Parties should approach the process with the idea of creating a learning environmentiii Parties should be prepared to listen to each other ndash that is really listen without interrupt-
ing or preparing your argument in your headiv If you are challenging a statement made by another person ndash it is important to state
concisely where you believe the problem lies and if it furthers the learning moment tostate the impact on yourself
v Do not belabor the point or make comments about the otherrsquos motivation for the state-ment (ie They are ignorant bigoted etc)
vi The person who has been challenged should take away the information to think aboutwhere their learning lies ndash the statement back to the challenger should include how youwill approach the information that was shared with you from the other person
vii If you do not agree with the challengerrsquos view ndash further dialogue may be necessaryviii State your own view and where you believe the problem liesix Each person is responsible to think critically about the otherrsquos view with a goal of finding
common ground andor compromise andor the decision to agree to disagree ndash which isallowing space for differing points of view
x It is important that both parties do not disengage from the process by complaining orexpressing dissatisfaction about the other person to other people ndash that kind of behaviorlowers the integrity of the process and the party who engages in it
xi Try to understand each otherrsquos perspective without judging the person or making assump-tions about each other
Co-chairs responsibilitiesbull reminding members of the guidelines of conflict resolutionbull arranging time in the agenda to address conflict in the groupbull mediating conversations between the parties in conflictbull negotiating resolutionbull If the conflict is in regards to making a decision The co-chairs should refer to the decision
making guidelines
The guidelines presented above should not be used in situation of discrimination and abuse Inthose situations the committee should follow the procedures in the organizations anti-discriminationor anti-harassment policies
Appe
ndic
es
35
snoitpO snosaeRstifeneBrof
snosaeRsmelborPtsniagA
puorGnoisiceD
rofsnosaeRnoisiceD
Appendix D Sample Decision Making Chart ndash Policy Review Committee
Appendices
36
App
endi
x E
Fra
mew
ork
for p
olic
y re
view
and
dev
elop
men
t
We
deve
lope
d th
is fr
amew
ork
duri
ng th
e fir
st p
hase
of t
his
proj
ect
Its
purp
ose
is to
hel
p or
gani
zatio
ns u
se a
n in
tegr
ated
ant
i-opp
ress
ion
fram
ewor
k ap
proa
ch w
hen
revi
ewin
g an
d de
velo
ping
pol
icie
s
NOITSE
UQ
EG
NELLAH
CES
NOPSE
R
esoprupeht
sitah
Wrodna
ycilopsiht
foerudecorp
erusneotyrassecen
siycilop
aneh
wwonk
ottluciffid
ebn ac
tIruoy
tahterusne
otdna
seicilopyna
moot
gnitaercton
erauoy
ehtgniyfitnedI
stnemetats
gnitcilfnocgnika
mton
e raseicilop
edivorpsalle
wsa
sllaftipeseht
diovapleh
nacesoprup
otyrassecen
eblliw
serudecorptah
wdna
wohot
sanoi tcerid
esoprupeht
teem
bull bull bull bull
ycilopeht
rofelanoitar
ehtedivorP
tnetniytiuqe
ehtyfitnedi
ylraelCseitilibisnopser
evitalsigelyfitnedI
)s(ycilopetairporppa
ehtot
serudecorpkniL
tifycilop
ehtseo
Dycnega
ehtnihti
wnoissi
metad nam
rodnatne
metatsseulav
fotne
metatssfeileb
dna
woH
dnaetadna
mrieht
eniltuotaht
stnemetats
evahseicnega
ynaM
roFetadna
meht
teemlli
wyeht
wohtuoba
sfeilebrieht
elpmaxe
nasi
nemo
wllatsniaga
ecneloivlladne
otelpmaxe
er usneneht
tsum
wolloftaht
seiciloPtne
metatsnoissi
ma
fotsniaga
ecneloivgnitauteprep
tonsi
noitazinagroeht
tahtnoisserppo
ronoisulcxe
fomrof
ehtni
nemo
w
bull bull bull bull bull
fotne
metatsstnemucod
tnavelerllaweiveR
ctetnemetats
noissimetadna
msfeilebeht
stroppusycilop
ehtfi
enimrete
Detadna
mnoissim
seitiugibma
ehtyfitnedI
seulaveht
htiw
st sartnocycilop
ehtfi
enimrete
Dnoitazinagro
ehtfo
ycilopeht
oteka
mnac
uoysegnahc
ehtyfitnedI
tievorp
miot
tifyc ilop
ehtseo
Deht
htiw
snoitazinagronoitisoplacitilop
wo
H
tahtnoitisop
nasitrapa
naem
tonseod
noitisoplacitilopA
ynamrehtaR
ytraplacitilopralucitrap
astroppus
seussiralucitrap
nosnoitisopdepoleved
evahsnoitazinagro
noitazinagrotsini
mefa
ebya
mnoitazinagro
ruoyelp
maxeroF
dluow
serudecorpdna
seicilopruoy
noitazinagrotsini
mefa
sAytiuqe
yapeikro
wemarf
ytilauqesna
mow
awollof
ctestifenebrevigeracyli
mafdednapxe
bull bull
snoitisoplanoitazinagroeht
ssucsiddna
yfitnedItub
nettirwnu
erataht
seussilaicosgnidrager
esohtfo
emoS
noitazinagroruoy
nihtiw
tsixeyap
msireetnulovsvrobal
diapedulcniya
mcteseussi
htlaehlatnemytiuqe
-tne
metatsfeileb
aot
snoitisopetairporppa
ddAtsixe
tonseod
enofi
enoetaerc
ro
Appe
ndic
es
37
NOITSE
UQ
EG
NELLAH
CES
NOPSE
R
teem
ycilopeht
seoD
sdradnatsmu
minim
noitalsigelrobal
fosthgir
namuh
ycavirpnoitalsigelrednufnoit alsigel
dnastne
meergalautcartnoc
rehtostne
meerga
mehtdeecxe
tiseo
D
lautcartnocdna
evitalsigeltee
mylraelc
dluohsseiciloP
nettirw
si)noitalsigel
ytiuqeneve(
noitalsigeLseitilibisnopser
ehtno
desabsi
tahtkro
wemarf
erutluctnani
moda
morfeht
tcetorpot
keesyehT
spuorgsuonego
mohfo
noitpmussa
elpoepfo
sthgireht
ecnavdatonelpoep
dezilanigram
fosthgir
dnoyebog
dluohsseicilopkro
wemarflanoitcesretni
naylppa
oTsdradnatsla
minim
bull bull bull bull
snoitazinagroeht
dnatsrednudna
weiveR
waleht
rednuseitilibisnopser
seitilibisnopserdnatsrednu
dnastcartnoc
weiveRstcartnoc
fos
mreteht
rednullaf
snoitatcepxemu
minim
ehtereh
wyfitnedI
sseccaot
tnemevorp
midna
tnemecnavda
fot rohs
ytiuqedna
lauqetroppus
nacnoitazinagro
ruoysya
wyfitnedI
ytinutroppo
sihtseod
woH
erudecorpycilopeht
tc apmi
snoitazinagrotegdub
fI
mehttne
melpmi
ottcap
miyrategdub
evahod
seicilopyna
Mot
elbissopmi
emoceblli
wycilop
ehtdezingocer
tonsi
sihttub
ycilopdab
asi
tiesuaceb
ton-
dedracsideb
dnawollof
rofdetnuocca
tonere
wnoitatne
melpmi
fostsoc
ehtesuaceb
bull bull bull bull
htiw
detaicossastsoc
ehtllayfitnedI
ycilopeht
fonoitatne
melpmi
ralugerfo
trapera
stsoceht
erehw
yfitnedIedulcni
dluow
reganam
foyralaSei
-ssenisub
noisivrepusffats
stsoclanoitiddayfitne dI
ylgnidroccategduB
otelbisnopser
sioh
Wsi
ycilopsiht
erusnedna
dootsrednudecrofne
elbisnopsersi
ohw
etatsylraelc
tsum
serudecorpdna
seiciloPhcaEssenevitceffe
gnitaulavedna
gnirotinomtuo
gniyrracrof
detatsylraelc
e bdluohs
elorsnosrep
bull bull
diapnudna
diapfo
selorsuoirav
ehtyfitnedI
noitazinagroeht
fosreb
mem
ehttuo
yrraclliw
ohw
srebme
meht
yfitnedIsreb
mem
ehtetaulave
dnaesivrepusserudecorp
ycilopeht
etaulavedna
weiveretaerc
Appendices
38
NOIT
SE
UQ
EG
NELL
AH
CE
SN
OP
SE
R
eht
sita
hW
rof
msina
hcem
lacitirctnial
pm
ockca
bdeef
tegtaht
stnemucod
gnivileb
dluohsserudecorp
dnaseiciloP
ottnatrop
misi
tieroferehT
sevorpmi
gninraelruo
saretteb
rokcabdeef
edivorpnac
detceffaesoht
wohetats
yl raelcro
elbaeganamnu
evitceffenievorp
yehtneh
wfinialp
mocevisserppo
bull bull bull
seifitnediylraelc
tahtycilop
stnialpmoc
aetaer
Csreb
mem
diapnudna
diaprof
ssecorpeht
srebme
mytinu
mmoc
dnastneilcsresu
ecivrestI
elbisseccas i
ssecorpstnialp
moceht
erusnEyllacisyhp
nacsklof
erehw
decalpeb
dluohselbissecca
tnereffidni
dereffodna
tissecca
nialpraelc
ninettir
web
osladluohs
tIsta
mrofelpoep
ybdessecca
ebnac
titaht
osegaugnal
slevelycaretil
suoir avhti
wycilop
ehtrof
kcabdeefrof
ssecorpeht
yfitnedI
weiver
eb
ycilo
pe
htlli
ww
oH
otdetaci
nu
mm
oce
blli
wo
hw
eso
ht ti
yb
detceffa
ehtyb
detceffeesoht
llaot
tnediveeb
dluohscorpseiciloP
tnatropmi
sinoitacinu
mmoc
fonalp
agnitaer
Cse
moctuobull bull bull bull bull bull
elbisnopsereb
lliw
ohw
elpoepeht
folla
yfitnedIeb
lliw
ohw
esohtdna
noitatnemelp
mirof
noitatnem elp
mieht
ybdetcap
misdnik
tnereffideht
sseccafo
stniopeht
yfitnedIyrassecen
sseccafo
sepytdna
noitatnemelp
mirof
elbisnopseresoht
llaerusnE
seitilibisnopserrieht
tuobaraelc
eraot
ycilopetacinu
mmoc
otnalp
ehtyfitnedI
s rebme
mytinu
mmoc
dnastneilcsresu
ecivresrehto
dnaegaugnal
ycaretilsserdd
Aseussi
ytilibisseccaseussi
eseh tsserdda
otnalp
aetaer
C
Appe
ndic
es
39
NOITSE
UQ
EG
NELLAH
CES
NOPSE
R
weivereht
sitah
Weludehcs
ehtodlli
woh
W
weiver
deweiver
ebdluohs
stnemucod
gnivilsa
serudecorpdna
seiciloPdluohs
ssecorpehT
tnemevorp
mirof
yltnetsisnocdna
ylralugernI
kcabdeefrof
ytinutroppoedivorp
otsa
oseludehcs
aedulcni
dnaseicilop
ehtyb
detceffaesohtlla
morftupni
tegot
redrotahtnesohc
rodetov
ebdluohs
sreweiver
fomaet
aserudecorp
sevitcepsrepfo
esabdaorb
atneserper
bull bull bull
roylraey-
seicilopfo
weiverrof
enile
mita
teSylraey-ib
ebdluohs
tahtspuorg
redlohekatseht
yfitnedIytisrevid
otnoitnetta
htiw
weivereht
nidevlovni
dnassenevitceffe
ehtssessa
otsloot
edivorPycilop
hcaefo
ytiuqe
ycilopsiht
seoD
egnellahclahcrairtap
laicosevisserppo
wo
Hs
mron
gnignellahcflesti
nisi
krowe
marfdetargetni
nagniylppA
neebevah
sufo
ynam
sareve
woHs
mronerutluc
tnanimod
morftrats
dluohse
wsdradnats
naciremA
htroN
ybdenoitidnoc
nide
marfeblli
wserudecorp
dnaseicilop
ruotaht
esimerp
ehtksa
otevah
ew
eroferehTsfeileb
dnaseulav
erutluctnani
modgnidlohpu
tonera
ew
erusnetaht
snoitseuqfo
seiresa
sevle sruonoisserppo
fos
metsysdehcnertne
bull bull bull bull bull bull bull
noisserppodna
yhcrairtapfo
seussieht
yfitnedIycilop
hcaeni
tnerehninihti
wseussi
esehtegnellahc
otwoh
ezigetartSnoitazinagro
ruoygnika
mnoisiced
ehtni
ycnerapsnarteht
weiveRsessecorp
seodtah
Weisevlesruoyrof
snoitseuqetaerC
noitazinagroruo
niekil
koolre
wopycilop
ehtmorf
stifeneboh
wyfitnedI
revore
wopa
dlohpuseicilop
hcihw
enimrete
Dkro
wemarf
emit-lluf
derihsteg
ohWei
-snoitseuq
ksAsi
erehW
denimreted
sihtsi
woH
emit-trap
senimreted
ohW
tegdubeht
nitneps
yenom
seitiroirp
Appendices
40
NOITSE
UQ
EG
NELLAH
CES
NOPSE
R
ehteblli
wtah
Wno
tcapmilaitnereffid
spuorgdezilanigra
m
dnatsrednuot
tnatropmi
sitI
emas
ehtnae
mton
seodlauqEyfitnedi
otspuorg
tnereffidno
seicilopfo
stcapmi
suoiraveht
foytilibissecca
troppusot
wohdna
eilsreirrab
ehtereh
wspuorg
suoiravrof
secivresdna
tnemyolp
me
bull bull bull bull
fos
mitcivera
ohw
elpoepfo
spuorgyfitnedI
noisserppoci
metsysspuorg
suoiravno
stcapmi
ehtyfitnedI
dnaytiuqe
ecnavdataht
stcapmi
hsiugnitsiD
tonod
tahtesoht
sseccaot
sreirrabegnahc
otsya
wezigetartS
ycilopehtlli
wwo
Hnoisserppo
egnellahcnoisserppo
cimetsys
rofseicilop
weiveR bullmsicar
bullaibohpo
mohmsixesoreteh
bullmsielba
bullmsiega
bullmsixes
bullmsirtneconhte
bullmsissalc
bullmsiti
mes-itnabull
msibarA-itnabull
noitanimircsid
suoigilerbull
msilainoloc
bull bull bull
tsrifnretse
wa
sahycilop
ehtfi
enimrete
D
weivdlro
wtuoba
noitpmussa
narof
ycilopeht
ssessAnoitautis
cimonoce-oicos
dnaegaugnalytilibafo
secnereferrof
egaugnaleht
weiveRsnoitp
mussasuoigilernoitazinoloc
Appe
ndic
es
Appendix F Glossary of Anti-Oppression Terms
Ableism Prejudice and discrimination against people living with mental emotional and physicaldisabilities or differences People living with disabilities experience this discrimination segrega-tion and isolation because of peoplersquos prejudices and institutional barriers not because of thedisability or difference itself Deaf Deafened and Hard of hearing people historically have experi-enced systemic ableist oppression as well
Anti-Semitism Discrimination or violence against Jews Judaism and the cultural intellectualand religious heritage of Jewish people The word Semite literally refers to ldquoany of the peoplessupposed to be descended from Shem son of Noah especially the Jews Arabs Assyrians andPhoeniciansrdquo However Anti-Semitism is mostly used to refer to prejudice discrimination andviolence directed at Jews
Class Economic and social groups People in the higher classes make decisions about theeconomy while other people work for wages or are kept out of the economy The things that markdifferences between classes include peoplersquos ability to meet their basic needs their level ofincome wealth and formal education and their connections with people and institutions thathave influence and power In the current economic structure rich people got their wealth bytaking advantage of people at the bottom and middle of the class structure
Classism Any practices and beliefs that judge and value people according to their social class orthe social class that other people assume they belong to Most workplaces use classist languagethat reflects and reinforces the social hierarchy For example they undervalue the work of sup-port staff and decisions do not include the knowledge and opinions of these workers
Colonialism When a foreign power dominates and exploits an indigenous group by taking theirland and resources and using them as cheap labor in order to make money It also means spe-cific era between the 1700s and 1900s when European countries expanded into the Americasand countries of the global South In Europe people justified these practices using racial doc-trines These ideas about hierarchies of race are still widespread Uncovering and challengingthe ideas and ongoing practices of colonialism are important parts of racial equity work
Culture The collective experience beliefs values knowledge economy and ways of life of agroup of people who share past or current experiences Culture changes constantly it is notstatic Every culture is shaped by the land and spaces people inhabit together Individual andgroup culture can also be shaped by language religion racialization gender experiences ofmigration and immigration social class political affiliation family influences age sexual orien-tation geographic origin ethnicity experiences of discrimination or lack of discrimination andexperiences fighting oppression
Disenfranchised Not having full rights as a citizen or not being able to fully participate as amember of the community
41
Appendices
Dominant Culture The beliefs values and judgments of groups with social power The dominantculture is created and maintained by people in the dominant social group People who do notbelong to the dominant group often believe that these values beliefs and judgments are trueinstead of seeing how they reflect the interests of people in power
Dominant group People whose social identity gives them power and privilege In most parts ofCanada dominant identities are White male English-speaking heterosexual able-bodied Chris-tian affluent and middle class thirty to sixty-five years of age university educated from centralCanada Many people have one or more dominant identities
Equity Peoplersquos rights as individuals or members of a group to an equitable share of theresources and influence in society Equity work analyses and challenges unfair systems andpractices and works towards creating outcomes and access that benefit people equally
Exploitation Taking unfair advantage of a person or a group for onersquos own gain or advantageExploitation can be systematic or individual
First Nations A term that reflects the process some Aboriginal peoples in Canada have used toname themselves The word ldquofirstrdquo recognizes the fact that Aboriginal peoples are the originalinhabitants of what is now called Canada The word ldquonationrdquo stresses the fact that Aboriginalpeoples are political collectives who had their own forms of government before Europeans beganto settle here Many First Nations peoples are fighting to re-establish that sovereigntybull The term also refers to a group of Aboriginal people who were previously called a ldquoBandrdquo by
the Department of Indian Affairsbull ldquoFirst Nationrdquo can also mean a group or several groups of Aboriginal people who have the
same ethno-cultural background
Gender identity Features that are tied to how an individual thinks of themselves as a man or awoman A personrsquos gender identity may not be the same as their biological sex
Gender roles The culturally specific behaviors and appearances constructed by a culture todefine what is expected of women and men The expectations of femininity and masculinity areimposed on individuals according to their biological sex
Harassment Persistent ongoing behavior conveying negative attitudes towards an individual orgroup to make them feel intimidated and humiliated Harassment is an exercise of power Itincludes any action that a person knows or should know is not welcome Harassment includesname-calling jokes slurs graffiti insults threats rudeness and crude gestures verbal or physi-cal abuse Human Rights Codes in most provinces prohibit harassment based on race religionsex ethnicity and the other prohibited grounds for discrimination
Heterosexism All practices that convey the message that heterosexuals are better than otherpeople including the assumption that everyone is or must be heterosexual It operates like otherforms of prejudice and discrimination giving privilege and rights to members of the dominantgroupndashheterosexualsndashand not to gay or lesbian people
42
Appe
ndic
es
Hierarchy A system that gives individuals or groups different positions and power People andgroups with a higher rank have more power resources and value than individuals or groups witha lower rank For example in a patriarchy men are given more value than women
Immigrants People who have arrived and settled in Canada in their lifetime Sometimes peopleuse the word incorrectly to refer to Canadian-born racialized people because they assume thatall racialized people were born elsewhere
Inclusive Making sure that all members of the community are represented or involved in allaspects of the community
Integrated Combining information and values from a variety of people and sources in order toget a fuller result that is more inclusive
Islamaphobia The systemic ways and individual practices of racism that target Arab people andhave particular impact on them Some examples include negative stereotyping of Muslim peopledepicting Islam as essentially violent and fundamentalist assuming that all Arabs are Muslimand all Muslims are Arabs
Landed immigrant Persons with legal status who are permanent residents of Canada ratherthan visitors refugee claimants temporary workers or citizens
Marginalization A process that keeps groups or individual from having access to all or part ofthe resources and activities of the community
Oppression When one social group takes advantage of another social group either knowinglyor unconsciously Oppression gives the dominant group privilege and marginalizes anddisenfranchises the subordinated group The dominant social group can use force or social insti-tutions and resources to achieve oppression After a time individual members of the dominantgroup do not need to do anything and unequal treatment becomes so much a part of the socialinstitutions and structures that it seems normal
People of colour Any person who is not White or Aboriginal This term was first adopted in theUnited States by racialized people who were trying to name themselves with a positive identityrather than as ldquonon-whitesrdquo ldquocolouredrdquo ldquoethnicsrdquo or ldquovisible minoritiesrdquo
Privilege Unearned power that gives members of the dominant group economic social andpolitical advantages Privilege also means rights that everyone should have but that are deniedto some people
Racism Any aspect of Canadian society that openly or subtly makes White people and Whitenessnormal and valuable while making racialized communities invisible or devaluing stereotypingand labeling people of colour as ldquoothersrdquo who are different or inferior
43
Appendices
Individual racism The beliefs attitudes and actions of individuals that support or maintainracism Individual racism can be conscious or unconscious It can be active or passive
Institutional racism The network of structures policies and practices in systems and institutionsthat give White people advantages and that discriminate oppress and disadvantage racializedpeople
RacializationRacialized Racial identities are not fixed categories They are shaped by historynationality gender class and identity politics Racial designations often differ from country tocountry The term racialization or racialized makes explicit the ways in which we are socialized todifferentiate groups of people on the basis of superficial physical characteristics where White isthe norm It emphasizes the active process of categorizing people while at the same time reject-ing ldquoracerdquo as a scientific category
Refugee Persons who have to flee their country because they have a ldquowell-foundedrdquo fear ofpersecution based on race religion nationality political opinion or membership in a particularsocial group
Religious discrimination Any institutional or individual practices that exclude and discriminateagainst a person because of their religion In Canada many workplaces do not provide equitablyfor all religions Recently the Supreme Court has ruled that employers must accommodate em-ployees whose religious observances are not recognized in the Christian-based statutory holidayssuch as Easter and Christmas Religious discrimination is often linked to other forms of discrimi-nation For example Irish Catholics were often marked by their class ethnic origins and lan-guage as well as their Catholicism Racialized Muslims often experience racism mixed withreligious discrimination
Sexism Systemic and individual practices that give men privilege make women subordinate andthat shame values identified with women
Social Location or Social Identity A personrsquos membership in a socially constructed groupThese groups are often identified according to superficial characteristics such as skin colourcountry of origin religious beliefs body form etc
Structural This approach to equity work believes that the thoughts and behaviors of the indi-vidual are created and guided by various social structures such as capitalism andor neo-liberal-ism and are therefore limited The focus for change is raising awareness of the limits and chal-lenging the structures
Systemic racism The conscious or unconscious policies procedures and practices that excludemarginalize and exploit racialized people Systemic racism is supported by institutional powerand by powerful ideas often unexamined ones which make racism look normal and justified Forexample institutions that do not have effective complaints procedures or performance appraisaland promotion processes that use equity competencies make it possible for individuals to beracist
44
Appe
ndic
es
45
Transgender person A person who is not comfortable with or who rejects some or all of thegender identity given to their biological sex This is an umbrella terms used to describe trans-sexuals transvestites or cross-dressers and intersex people
Transsexual Someone who has a very strong feeling that they are living in the wrong sex A maletranssexual needs to live as a woman and a female transsexual needs to live as a man Somebut not all transsexuals have surgery to reassign their sex Some have procedures to partiallyreassign their sex and some use hormone therapy A transsexual can be heterosexual homo-sexual or bisexualWhite Refers to people belonging to the dominant racial group enjoy skin privilege in NorthAmerica Australia New Zealand and anywhere European colonialism has created racial inequityThe term ldquoWhiterdquo is capitalized for different reasons than other racial designations ndash Aboriginaland Black The latter identities are claimed with pride in opposition to the names imposed bydominant White society One of the ways that racism operates is to leave the racial identity ofWhite people unidentified ldquoWhiterdquo is capitalized to interrupt the privilege of having Whitenessgo unnamed
White Supremacy A system based on assumption of the ldquorightness of Whitenessrdquo in whichpolitical economic and social systems result in White people having more privilege and powerthan racialized people
many of the terms in the glossary were adapted with permission from Dancing on Live Embers ChallengingRacism in Organization by Tina Lopes and Barb Thomas Toronto Between the Lines 2006
Appendices
Appendix G Focus Group Findings
The following points are the relevant themes that emerged from the focus groups The groups wereasked to answer the following questions
1 How well has your organization and the various sectors practiced an integrated approach to anti- oppression
bull overall feeling that most are doing pretty good workbull some feel frustrated that the policies etc are not fully put into practice by all staff at an
agencybull feeling that the work is silorsquod and separated ndash working on one oppression at a timebull that the work is framed from a white middle class perspectivebull the work is not happening fast or often enough ndash ie deaf woman services gaps and barriers
2 What are the effective practices in the various areas ie policies programming outreach training org development
bull be committed inventive constantly evolve vigilantbull open to change pushing for changebull inclusion at all levels of an organization working together on committees and groupsbull engage diversity responsive to different needs
3 Where are the challengesbull funding shortages piecemeal and targeted on specific groups onlybull lack of accountability lack of clear policies and proceduresbull lack of inclusivity and diversitybull lack of time to be together communicate etcworkloads of service providersbull silorsquod workbull systemic exclusion internal and societal institutions
4 Visions and suggestions for changebull core guidelines with key values ndash written down and put into practicebull accountability in staff and managementbull commitment from all levelsbull everyone open to challengebull look at themes not populationsbull community drivenbull training and toolsbull fully funded and supported by structures
5 Who would take up the facilitation of changebull not one personbull coalitionsbull community groupsbull all levels of organization including service users
46
Appe
ndic
es
Recommendation(s)
a Conduct a review of existing policies procedures and practices that organizations feel repre-sent their best efforts of an integrative anti-oppressive framework
b Working groups should be created to develop the most effective integrative policies andprograms The groups should include diverse members from different social locations com-munities and be representative of all levels of the organization including service users
c Organizations must support this work by allocating time personnel and resourcesd Organizations must demonstrate commitment to the work by reviewing all policies proce-
dures and programs through the lense of an integrative anti-oppressive frameworke A tool kit should include templates of policies and procedures to simplify the writing of work
done by the committeesworking groupf This work is not static and must be revisited regularly in order to incorporate new informa-
tiong Organizations should offer regular training and workshops on how to put an integrative anti-
oppression framework into practiceh Organizations must hold staff and volunteers accountable to adhering to agency practice by
offering training and supervision including key values in mandate and mission statementsand integrative anti-oppressive practices in personnel and volunteer policies
Focus group participants
The following organizations participated in focus groups in 2005-06 for the Integrative Anti-Oppression Project
Woman Abuse CouncilFCJ Refugee Centre519 Community CentreNelliersquosSpringtidersquos Women with Disabilities ProgramToronto Rape Crisis CentreMulticultural Women Against RapeCentral Neighbourhood HouseAccess Alliance Multicultural Community Health CentreA Commitment to Training and Employment for Women (ACTEW)Arab Community Centre of TorontoAssaulted Womenrsquos HelplineBarbara Schlifer Counselling ClinicBlack Creek Community Health CentreCentral Family IntakeErnestine Womenrsquos ShelterFamily Services AssociationFlemingdon Neighborhood ServicesKorean Canadian Womenrsquos Association
47
Appendices
Macaulay Child Development CentreSt Christopherrsquos HouseSt Joseph Womenrsquos Health CentreSt Michael HospitalStonegate Community Health CentreUrban Alliance on Race RelationsWomenrsquos Counselling Referral and Education CentreYorktown ShelterYWCA
48
Appendix H References
Dancing on Live Embers Challenging Racism in Organizations Tina Lopes and Barb Thomas Be-tween the Lines Toronto 2006
Campbell C (2003) Anti-oppressive social work Promoting equity and Social Justice Editor DrCarolyn Campbell Halifax Nova Scotia Dalhousie UniversityRetrieved Jan 22 2008httpaoswsocialworkdalcawhatisaoswhtml
Roundtable on Anti-Oppression Politics in Anti-Capitalist Movements Edited by Sharmeen Khan ndashparticipants in the roundtable Kirat Kaur Junie Deacutesil Gary KinsmanRetrieved Jan 22 2008httpuppingtheantiorgnode1380
Williams C (2003) ldquoSeeking Cultural Competence What Is It How Do You Develop It and How DoYou Know When Yoursquove Got Itrdquo In WShera (Ed) Emerging Perspectives on Anti-Oppressive Practice(pp 265 - 278) Toronto Canadian Scholarsrsquo Press Inc
- Front Page1-1
- ManualModEN2
- ManualModEN3
- ManualModENCon
-
Appe
ndic
es
Work plan
otsdeentahWneppah
siohWelbisnopser
sksaT eniLemiT
27
Appendices
How accessible is this policy
seYsdeeN
krownoitnettAfosaerA
aniycilopehtsInoitacoleerf-reirrab
nielbaliavaycilopehtsIstamroftnereffid
tuobatnemmocetivniewoDtamrofeht
ninettirwycilopehtsIrofysaesitahtegaugnal
dnatsrednuotstneilctsom
ylisaeebycilopehtnaCrehtootdetalsnart
segaugnal
tiohwyasycilopehtseoDstceffa
siohwyastiseoDrofelbisnopser
tignitnemelpmi
suoiravtcelferycilopehtseoDseulavdnasfeileblarutluc
ehtnissecorpasierehtfIspetsehteraycilop
otelbatpadadnaelbixelfsecnereffidetadommocca
etivniycilopehtseoDkcabdeefevigotelpoep
tahwtuobastnemmocdnasyasti
28
Appe
ndic
es
How does this policy affect different people
snoitseuQ noitnettAfosaerA
neebycilopehtsahwoHdetnemelpmi
evahsecitcarpdnaserudecorptahWdetluser
ycilopsihtmorfstifenebohW
woH
tifenebtonseodohW
woH
otsreirrabehtyfitnediuoynaCeraepyttahWstcapmielbatiuqe
)ctelaicnanifdetalsigel(yeht
dnasnoitseuqstnemmoctahWsihttuobaevahelpoepodstnialpmocserudecorpdnasecitcarpehtroycilop
detaercsahycilopsihttaht
ecivresffatsehtodtahWrosrebmemytinummocsresu
ycilopsihttuobayassreetnulov
29
Appendices
Policy gaps and what we can do
seYsdeeN
krownoitnettAfosaerA
wohyasycilopehtseoDeblliwelpoeptnereffid
detceffa
lliwelpoeptahttimdatiseoDsyawtnereffidnidetceffaeb
hguoneelbixelfycilopehtsItnereffidehtotdnopserot
elpoeptahtsecneirepxedevilevah
elbixelftonsiycilopehtfIehttahwyastiseod
otodlliwnoitazinagrosihtegnahc
egnahcrofnalpehtseoDsenilemitedulcni
wohyasycilopehtseoDrotupnievignacelpoepehtwohtuobakcabdeef
mehtstceffaycilop
edulcniycilopehtseoDdnasmronlarutlucesrevid
seulav
yehteratahW
30
Appe
ndic
es
Report of recommendations
noitadnemmoceR siohWelbisnopser
enilemiT
31
Appendices
Appendix B Sample Terms of Reference ndash Policy Review Committee
PreambleINSERT YOUR ORGANIZATION NAME is committed to applying an integrated anti-oppression frame-work to all undertakings of the organization To that end the organization will ensure that all poli-cies will be regularly reviewed and updated to reflect an integrated anti-oppression perspective
MandateThe mandate of the Policy Review Committee is to review the policies listed below with the objectiveof providing the organization with feedback and recommendations as to how the policies can betterreflect an integrated anti-oppression analysis The committee may also recommend the deletion oraddition of policies in this process
Type of Committee
The Policy Review Committee is a short term project based committee composed of communitymembers from the service area of YOUR ORGANIZATION NAME and frontline staff managementvolunteers Board and people who have accessed our service
Composition
Members should self-identify in one or more of the following waysbull racialized or aboriginalbull people who have little or no decision making power in the organization including service usersbull members of a marginalized groupbull representative of the demographic of organizationrsquos community
Timeline
The committee will complete the said work in a period of not longer than INSERT DATE HERE (3months from the start date of the review)
Deliverables Recommendations Report
Scope
Committee members shall have access to the policies of the organization mission statement by-laws salary grids collective agreements board meeting minutes complaints received strategicplan and all other relevant documents with the exception of the followingbull personnel filesbull in-camera Board meeting minutesbull client filesbull private legal material
32
Appe
ndic
es
Appendix C Sample Conflict Resolution Guidelines ndash Policy ReviewCommittee
PrinciplesIt is in places of conflict that the potential for change exists Conflicting ideas beliefs and valueswill ensure a rich dialogue and essential learning opportunities for everyone Committee membersare charged with reminding themselves that the committee exists in the service of the organizationwith the ultimate goal of better serving the community Each person on the committee has theresponsibility to deal directly with each other and commit to engaging with each other as allies inthis work
The organization will endeavor to assemble the relevant material that will be useful in meeting theobjectives of the committee prior to the beginning of the project and will ensure that any relevantmaterials will be delivered to the committee as quickly as possible
The decisions and recommendations of the committee do not bind the organization into action TheBoard of Directors andor Executive Director of the organization will review the recommendations ofthe committee and ultimately decide what can be instituted
Budget and Additional Resources
The Policy Review Committee has a budget of $$$$$ The budget will cover the committee costs- member expenses childcare travel long distance calls honorarium- meeting expenses accessible meeting room refreshments conference calls- accessibility expenses ASL interpretation note taking attendant care- supplies photocopying office supplies
Staff resource- maintain minutes and discussion notes for the committee- retrieve documents that the committee requires- assist in organizing meetings and refreshments for meetings
Meetings
Meetings will be held at an accessible meeting space ndash onsite at the organization if possible
The committee is responsible to elect co-chairpersons during the first committee meetingThe responsibilities of the co-chairs in consultation with the whole committee are tobull organize meetingsbull develop the agendabull organize committee communicationbull keep committee members on taskbull organize the completion of the final reportbull maintain communication with the organization including updates requests concerns etc
33
Appendices
34
Remember that resolving conflict does not necessarily mean that a person will change their view-point or opinion A resolution of conflict implies that each party has had the opportunity to sharetheir perspective be heard have opportunity for discussion and then have closure
How we deal with our colleagues when we have a different opinion or viewpoint can either open usup to new learning or shut us down The following are some key points to keep in mind
i Recognize that conflict is a healthy part of communication if all parties understand theirresponsibilities in the process
ii Parties should approach the process with the idea of creating a learning environmentiii Parties should be prepared to listen to each other ndash that is really listen without interrupt-
ing or preparing your argument in your headiv If you are challenging a statement made by another person ndash it is important to state
concisely where you believe the problem lies and if it furthers the learning moment tostate the impact on yourself
v Do not belabor the point or make comments about the otherrsquos motivation for the state-ment (ie They are ignorant bigoted etc)
vi The person who has been challenged should take away the information to think aboutwhere their learning lies ndash the statement back to the challenger should include how youwill approach the information that was shared with you from the other person
vii If you do not agree with the challengerrsquos view ndash further dialogue may be necessaryviii State your own view and where you believe the problem liesix Each person is responsible to think critically about the otherrsquos view with a goal of finding
common ground andor compromise andor the decision to agree to disagree ndash which isallowing space for differing points of view
x It is important that both parties do not disengage from the process by complaining orexpressing dissatisfaction about the other person to other people ndash that kind of behaviorlowers the integrity of the process and the party who engages in it
xi Try to understand each otherrsquos perspective without judging the person or making assump-tions about each other
Co-chairs responsibilitiesbull reminding members of the guidelines of conflict resolutionbull arranging time in the agenda to address conflict in the groupbull mediating conversations between the parties in conflictbull negotiating resolutionbull If the conflict is in regards to making a decision The co-chairs should refer to the decision
making guidelines
The guidelines presented above should not be used in situation of discrimination and abuse Inthose situations the committee should follow the procedures in the organizations anti-discriminationor anti-harassment policies
Appe
ndic
es
35
snoitpO snosaeRstifeneBrof
snosaeRsmelborPtsniagA
puorGnoisiceD
rofsnosaeRnoisiceD
Appendix D Sample Decision Making Chart ndash Policy Review Committee
Appendices
36
App
endi
x E
Fra
mew
ork
for p
olic
y re
view
and
dev
elop
men
t
We
deve
lope
d th
is fr
amew
ork
duri
ng th
e fir
st p
hase
of t
his
proj
ect
Its
purp
ose
is to
hel
p or
gani
zatio
ns u
se a
n in
tegr
ated
ant
i-opp
ress
ion
fram
ewor
k ap
proa
ch w
hen
revi
ewin
g an
d de
velo
ping
pol
icie
s
NOITSE
UQ
EG
NELLAH
CES
NOPSE
R
esoprupeht
sitah
Wrodna
ycilopsiht
foerudecorp
erusneotyrassecen
siycilop
aneh
wwonk
ottluciffid
ebn ac
tIruoy
tahterusne
otdna
seicilopyna
moot
gnitaercton
erauoy
ehtgniyfitnedI
stnemetats
gnitcilfnocgnika
mton
e raseicilop
edivorpsalle
wsa
sllaftipeseht
diovapleh
nacesoprup
otyrassecen
eblliw
serudecorptah
wdna
wohot
sanoi tcerid
esoprupeht
teem
bull bull bull bull
ycilopeht
rofelanoitar
ehtedivorP
tnetniytiuqe
ehtyfitnedi
ylraelCseitilibisnopser
evitalsigelyfitnedI
)s(ycilopetairporppa
ehtot
serudecorpkniL
tifycilop
ehtseo
Dycnega
ehtnihti
wnoissi
metad nam
rodnatne
metatsseulav
fotne
metatssfeileb
dna
woH
dnaetadna
mrieht
eniltuotaht
stnemetats
evahseicnega
ynaM
roFetadna
meht
teemlli
wyeht
wohtuoba
sfeilebrieht
elpmaxe
nasi
nemo
wllatsniaga
ecneloivlladne
otelpmaxe
er usneneht
tsum
wolloftaht
seiciloPtne
metatsnoissi
ma
fotsniaga
ecneloivgnitauteprep
tonsi
noitazinagroeht
tahtnoisserppo
ronoisulcxe
fomrof
ehtni
nemo
w
bull bull bull bull bull
fotne
metatsstnemucod
tnavelerllaweiveR
ctetnemetats
noissimetadna
msfeilebeht
stroppusycilop
ehtfi
enimrete
Detadna
mnoissim
seitiugibma
ehtyfitnedI
seulaveht
htiw
st sartnocycilop
ehtfi
enimrete
Dnoitazinagro
ehtfo
ycilopeht
oteka
mnac
uoysegnahc
ehtyfitnedI
tievorp
miot
tifyc ilop
ehtseo
Deht
htiw
snoitazinagronoitisoplacitilop
wo
H
tahtnoitisop
nasitrapa
naem
tonseod
noitisoplacitilopA
ynamrehtaR
ytraplacitilopralucitrap
astroppus
seussiralucitrap
nosnoitisopdepoleved
evahsnoitazinagro
noitazinagrotsini
mefa
ebya
mnoitazinagro
ruoyelp
maxeroF
dluow
serudecorpdna
seicilopruoy
noitazinagrotsini
mefa
sAytiuqe
yapeikro
wemarf
ytilauqesna
mow
awollof
ctestifenebrevigeracyli
mafdednapxe
bull bull
snoitisoplanoitazinagroeht
ssucsiddna
yfitnedItub
nettirwnu
erataht
seussilaicosgnidrager
esohtfo
emoS
noitazinagroruoy
nihtiw
tsixeyap
msireetnulovsvrobal
diapedulcniya
mcteseussi
htlaehlatnemytiuqe
-tne
metatsfeileb
aot
snoitisopetairporppa
ddAtsixe
tonseod
enofi
enoetaerc
ro
Appe
ndic
es
37
NOITSE
UQ
EG
NELLAH
CES
NOPSE
R
teem
ycilopeht
seoD
sdradnatsmu
minim
noitalsigelrobal
fosthgir
namuh
ycavirpnoitalsigelrednufnoit alsigel
dnastne
meergalautcartnoc
rehtostne
meerga
mehtdeecxe
tiseo
D
lautcartnocdna
evitalsigeltee
mylraelc
dluohsseiciloP
nettirw
si)noitalsigel
ytiuqeneve(
noitalsigeLseitilibisnopser
ehtno
desabsi
tahtkro
wemarf
erutluctnani
moda
morfeht
tcetorpot
keesyehT
spuorgsuonego
mohfo
noitpmussa
elpoepfo
sthgireht
ecnavdatonelpoep
dezilanigram
fosthgir
dnoyebog
dluohsseicilopkro
wemarflanoitcesretni
naylppa
oTsdradnatsla
minim
bull bull bull bull
snoitazinagroeht
dnatsrednudna
weiveR
waleht
rednuseitilibisnopser
seitilibisnopserdnatsrednu
dnastcartnoc
weiveRstcartnoc
fos
mreteht
rednullaf
snoitatcepxemu
minim
ehtereh
wyfitnedI
sseccaot
tnemevorp
midna
tnemecnavda
fot rohs
ytiuqedna
lauqetroppus
nacnoitazinagro
ruoysya
wyfitnedI
ytinutroppo
sihtseod
woH
erudecorpycilopeht
tc apmi
snoitazinagrotegdub
fI
mehttne
melpmi
ottcap
miyrategdub
evahod
seicilopyna
Mot
elbissopmi
emoceblli
wycilop
ehtdezingocer
tonsi
sihttub
ycilopdab
asi
tiesuaceb
ton-
dedracsideb
dnawollof
rofdetnuocca
tonere
wnoitatne
melpmi
fostsoc
ehtesuaceb
bull bull bull bull
htiw
detaicossastsoc
ehtllayfitnedI
ycilopeht
fonoitatne
melpmi
ralugerfo
trapera
stsoceht
erehw
yfitnedIedulcni
dluow
reganam
foyralaSei
-ssenisub
noisivrepusffats
stsoclanoitiddayfitne dI
ylgnidroccategduB
otelbisnopser
sioh
Wsi
ycilopsiht
erusnedna
dootsrednudecrofne
elbisnopsersi
ohw
etatsylraelc
tsum
serudecorpdna
seiciloPhcaEssenevitceffe
gnitaulavedna
gnirotinomtuo
gniyrracrof
detatsylraelc
e bdluohs
elorsnosrep
bull bull
diapnudna
diapfo
selorsuoirav
ehtyfitnedI
noitazinagroeht
fosreb
mem
ehttuo
yrraclliw
ohw
srebme
meht
yfitnedIsreb
mem
ehtetaulave
dnaesivrepusserudecorp
ycilopeht
etaulavedna
weiveretaerc
Appendices
38
NOIT
SE
UQ
EG
NELL
AH
CE
SN
OP
SE
R
eht
sita
hW
rof
msina
hcem
lacitirctnial
pm
ockca
bdeef
tegtaht
stnemucod
gnivileb
dluohsserudecorp
dnaseiciloP
ottnatrop
misi
tieroferehT
sevorpmi
gninraelruo
saretteb
rokcabdeef
edivorpnac
detceffaesoht
wohetats
yl raelcro
elbaeganamnu
evitceffenievorp
yehtneh
wfinialp
mocevisserppo
bull bull bull
seifitnediylraelc
tahtycilop
stnialpmoc
aetaer
Csreb
mem
diapnudna
diaprof
ssecorpeht
srebme
mytinu
mmoc
dnastneilcsresu
ecivrestI
elbisseccas i
ssecorpstnialp
moceht
erusnEyllacisyhp
nacsklof
erehw
decalpeb
dluohselbissecca
tnereffidni
dereffodna
tissecca
nialpraelc
ninettir
web
osladluohs
tIsta
mrofelpoep
ybdessecca
ebnac
titaht
osegaugnal
slevelycaretil
suoir avhti
wycilop
ehtrof
kcabdeefrof
ssecorpeht
yfitnedI
weiver
eb
ycilo
pe
htlli
ww
oH
otdetaci
nu
mm
oce
blli
wo
hw
eso
ht ti
yb
detceffa
ehtyb
detceffeesoht
llaot
tnediveeb
dluohscorpseiciloP
tnatropmi
sinoitacinu
mmoc
fonalp
agnitaer
Cse
moctuobull bull bull bull bull bull
elbisnopsereb
lliw
ohw
elpoepeht
folla
yfitnedIeb
lliw
ohw
esohtdna
noitatnemelp
mirof
noitatnem elp
mieht
ybdetcap
misdnik
tnereffideht
sseccafo
stniopeht
yfitnedIyrassecen
sseccafo
sepytdna
noitatnemelp
mirof
elbisnopseresoht
llaerusnE
seitilibisnopserrieht
tuobaraelc
eraot
ycilopetacinu
mmoc
otnalp
ehtyfitnedI
s rebme
mytinu
mmoc
dnastneilcsresu
ecivresrehto
dnaegaugnal
ycaretilsserdd
Aseussi
ytilibisseccaseussi
eseh tsserdda
otnalp
aetaer
C
Appe
ndic
es
39
NOITSE
UQ
EG
NELLAH
CES
NOPSE
R
weivereht
sitah
Weludehcs
ehtodlli
woh
W
weiver
deweiver
ebdluohs
stnemucod
gnivilsa
serudecorpdna
seiciloPdluohs
ssecorpehT
tnemevorp
mirof
yltnetsisnocdna
ylralugernI
kcabdeefrof
ytinutroppoedivorp
otsa
oseludehcs
aedulcni
dnaseicilop
ehtyb
detceffaesohtlla
morftupni
tegot
redrotahtnesohc
rodetov
ebdluohs
sreweiver
fomaet
aserudecorp
sevitcepsrepfo
esabdaorb
atneserper
bull bull bull
roylraey-
seicilopfo
weiverrof
enile
mita
teSylraey-ib
ebdluohs
tahtspuorg
redlohekatseht
yfitnedIytisrevid
otnoitnetta
htiw
weivereht
nidevlovni
dnassenevitceffe
ehtssessa
otsloot
edivorPycilop
hcaefo
ytiuqe
ycilopsiht
seoD
egnellahclahcrairtap
laicosevisserppo
wo
Hs
mron
gnignellahcflesti
nisi
krowe
marfdetargetni
nagniylppA
neebevah
sufo
ynam
sareve
woHs
mronerutluc
tnanimod
morftrats
dluohse
wsdradnats
naciremA
htroN
ybdenoitidnoc
nide
marfeblli
wserudecorp
dnaseicilop
ruotaht
esimerp
ehtksa
otevah
ew
eroferehTsfeileb
dnaseulav
erutluctnani
modgnidlohpu
tonera
ew
erusnetaht
snoitseuqfo
seiresa
sevle sruonoisserppo
fos
metsysdehcnertne
bull bull bull bull bull bull bull
noisserppodna
yhcrairtapfo
seussieht
yfitnedIycilop
hcaeni
tnerehninihti
wseussi
esehtegnellahc
otwoh
ezigetartSnoitazinagro
ruoygnika
mnoisiced
ehtni
ycnerapsnarteht
weiveRsessecorp
seodtah
Weisevlesruoyrof
snoitseuqetaerC
noitazinagroruo
niekil
koolre
wopycilop
ehtmorf
stifeneboh
wyfitnedI
revore
wopa
dlohpuseicilop
hcihw
enimrete
Dkro
wemarf
emit-lluf
derihsteg
ohWei
-snoitseuq
ksAsi
erehW
denimreted
sihtsi
woH
emit-trap
senimreted
ohW
tegdubeht
nitneps
yenom
seitiroirp
Appendices
40
NOITSE
UQ
EG
NELLAH
CES
NOPSE
R
ehteblli
wtah
Wno
tcapmilaitnereffid
spuorgdezilanigra
m
dnatsrednuot
tnatropmi
sitI
emas
ehtnae
mton
seodlauqEyfitnedi
otspuorg
tnereffidno
seicilopfo
stcapmi
suoiraveht
foytilibissecca
troppusot
wohdna
eilsreirrab
ehtereh
wspuorg
suoiravrof
secivresdna
tnemyolp
me
bull bull bull bull
fos
mitcivera
ohw
elpoepfo
spuorgyfitnedI
noisserppoci
metsysspuorg
suoiravno
stcapmi
ehtyfitnedI
dnaytiuqe
ecnavdataht
stcapmi
hsiugnitsiD
tonod
tahtesoht
sseccaot
sreirrabegnahc
otsya
wezigetartS
ycilopehtlli
wwo
Hnoisserppo
egnellahcnoisserppo
cimetsys
rofseicilop
weiveR bullmsicar
bullaibohpo
mohmsixesoreteh
bullmsielba
bullmsiega
bullmsixes
bullmsirtneconhte
bullmsissalc
bullmsiti
mes-itnabull
msibarA-itnabull
noitanimircsid
suoigilerbull
msilainoloc
bull bull bull
tsrifnretse
wa
sahycilop
ehtfi
enimrete
D
weivdlro
wtuoba
noitpmussa
narof
ycilopeht
ssessAnoitautis
cimonoce-oicos
dnaegaugnalytilibafo
secnereferrof
egaugnaleht
weiveRsnoitp
mussasuoigilernoitazinoloc
Appe
ndic
es
Appendix F Glossary of Anti-Oppression Terms
Ableism Prejudice and discrimination against people living with mental emotional and physicaldisabilities or differences People living with disabilities experience this discrimination segrega-tion and isolation because of peoplersquos prejudices and institutional barriers not because of thedisability or difference itself Deaf Deafened and Hard of hearing people historically have experi-enced systemic ableist oppression as well
Anti-Semitism Discrimination or violence against Jews Judaism and the cultural intellectualand religious heritage of Jewish people The word Semite literally refers to ldquoany of the peoplessupposed to be descended from Shem son of Noah especially the Jews Arabs Assyrians andPhoeniciansrdquo However Anti-Semitism is mostly used to refer to prejudice discrimination andviolence directed at Jews
Class Economic and social groups People in the higher classes make decisions about theeconomy while other people work for wages or are kept out of the economy The things that markdifferences between classes include peoplersquos ability to meet their basic needs their level ofincome wealth and formal education and their connections with people and institutions thathave influence and power In the current economic structure rich people got their wealth bytaking advantage of people at the bottom and middle of the class structure
Classism Any practices and beliefs that judge and value people according to their social class orthe social class that other people assume they belong to Most workplaces use classist languagethat reflects and reinforces the social hierarchy For example they undervalue the work of sup-port staff and decisions do not include the knowledge and opinions of these workers
Colonialism When a foreign power dominates and exploits an indigenous group by taking theirland and resources and using them as cheap labor in order to make money It also means spe-cific era between the 1700s and 1900s when European countries expanded into the Americasand countries of the global South In Europe people justified these practices using racial doc-trines These ideas about hierarchies of race are still widespread Uncovering and challengingthe ideas and ongoing practices of colonialism are important parts of racial equity work
Culture The collective experience beliefs values knowledge economy and ways of life of agroup of people who share past or current experiences Culture changes constantly it is notstatic Every culture is shaped by the land and spaces people inhabit together Individual andgroup culture can also be shaped by language religion racialization gender experiences ofmigration and immigration social class political affiliation family influences age sexual orien-tation geographic origin ethnicity experiences of discrimination or lack of discrimination andexperiences fighting oppression
Disenfranchised Not having full rights as a citizen or not being able to fully participate as amember of the community
41
Appendices
Dominant Culture The beliefs values and judgments of groups with social power The dominantculture is created and maintained by people in the dominant social group People who do notbelong to the dominant group often believe that these values beliefs and judgments are trueinstead of seeing how they reflect the interests of people in power
Dominant group People whose social identity gives them power and privilege In most parts ofCanada dominant identities are White male English-speaking heterosexual able-bodied Chris-tian affluent and middle class thirty to sixty-five years of age university educated from centralCanada Many people have one or more dominant identities
Equity Peoplersquos rights as individuals or members of a group to an equitable share of theresources and influence in society Equity work analyses and challenges unfair systems andpractices and works towards creating outcomes and access that benefit people equally
Exploitation Taking unfair advantage of a person or a group for onersquos own gain or advantageExploitation can be systematic or individual
First Nations A term that reflects the process some Aboriginal peoples in Canada have used toname themselves The word ldquofirstrdquo recognizes the fact that Aboriginal peoples are the originalinhabitants of what is now called Canada The word ldquonationrdquo stresses the fact that Aboriginalpeoples are political collectives who had their own forms of government before Europeans beganto settle here Many First Nations peoples are fighting to re-establish that sovereigntybull The term also refers to a group of Aboriginal people who were previously called a ldquoBandrdquo by
the Department of Indian Affairsbull ldquoFirst Nationrdquo can also mean a group or several groups of Aboriginal people who have the
same ethno-cultural background
Gender identity Features that are tied to how an individual thinks of themselves as a man or awoman A personrsquos gender identity may not be the same as their biological sex
Gender roles The culturally specific behaviors and appearances constructed by a culture todefine what is expected of women and men The expectations of femininity and masculinity areimposed on individuals according to their biological sex
Harassment Persistent ongoing behavior conveying negative attitudes towards an individual orgroup to make them feel intimidated and humiliated Harassment is an exercise of power Itincludes any action that a person knows or should know is not welcome Harassment includesname-calling jokes slurs graffiti insults threats rudeness and crude gestures verbal or physi-cal abuse Human Rights Codes in most provinces prohibit harassment based on race religionsex ethnicity and the other prohibited grounds for discrimination
Heterosexism All practices that convey the message that heterosexuals are better than otherpeople including the assumption that everyone is or must be heterosexual It operates like otherforms of prejudice and discrimination giving privilege and rights to members of the dominantgroupndashheterosexualsndashand not to gay or lesbian people
42
Appe
ndic
es
Hierarchy A system that gives individuals or groups different positions and power People andgroups with a higher rank have more power resources and value than individuals or groups witha lower rank For example in a patriarchy men are given more value than women
Immigrants People who have arrived and settled in Canada in their lifetime Sometimes peopleuse the word incorrectly to refer to Canadian-born racialized people because they assume thatall racialized people were born elsewhere
Inclusive Making sure that all members of the community are represented or involved in allaspects of the community
Integrated Combining information and values from a variety of people and sources in order toget a fuller result that is more inclusive
Islamaphobia The systemic ways and individual practices of racism that target Arab people andhave particular impact on them Some examples include negative stereotyping of Muslim peopledepicting Islam as essentially violent and fundamentalist assuming that all Arabs are Muslimand all Muslims are Arabs
Landed immigrant Persons with legal status who are permanent residents of Canada ratherthan visitors refugee claimants temporary workers or citizens
Marginalization A process that keeps groups or individual from having access to all or part ofthe resources and activities of the community
Oppression When one social group takes advantage of another social group either knowinglyor unconsciously Oppression gives the dominant group privilege and marginalizes anddisenfranchises the subordinated group The dominant social group can use force or social insti-tutions and resources to achieve oppression After a time individual members of the dominantgroup do not need to do anything and unequal treatment becomes so much a part of the socialinstitutions and structures that it seems normal
People of colour Any person who is not White or Aboriginal This term was first adopted in theUnited States by racialized people who were trying to name themselves with a positive identityrather than as ldquonon-whitesrdquo ldquocolouredrdquo ldquoethnicsrdquo or ldquovisible minoritiesrdquo
Privilege Unearned power that gives members of the dominant group economic social andpolitical advantages Privilege also means rights that everyone should have but that are deniedto some people
Racism Any aspect of Canadian society that openly or subtly makes White people and Whitenessnormal and valuable while making racialized communities invisible or devaluing stereotypingand labeling people of colour as ldquoothersrdquo who are different or inferior
43
Appendices
Individual racism The beliefs attitudes and actions of individuals that support or maintainracism Individual racism can be conscious or unconscious It can be active or passive
Institutional racism The network of structures policies and practices in systems and institutionsthat give White people advantages and that discriminate oppress and disadvantage racializedpeople
RacializationRacialized Racial identities are not fixed categories They are shaped by historynationality gender class and identity politics Racial designations often differ from country tocountry The term racialization or racialized makes explicit the ways in which we are socialized todifferentiate groups of people on the basis of superficial physical characteristics where White isthe norm It emphasizes the active process of categorizing people while at the same time reject-ing ldquoracerdquo as a scientific category
Refugee Persons who have to flee their country because they have a ldquowell-foundedrdquo fear ofpersecution based on race religion nationality political opinion or membership in a particularsocial group
Religious discrimination Any institutional or individual practices that exclude and discriminateagainst a person because of their religion In Canada many workplaces do not provide equitablyfor all religions Recently the Supreme Court has ruled that employers must accommodate em-ployees whose religious observances are not recognized in the Christian-based statutory holidayssuch as Easter and Christmas Religious discrimination is often linked to other forms of discrimi-nation For example Irish Catholics were often marked by their class ethnic origins and lan-guage as well as their Catholicism Racialized Muslims often experience racism mixed withreligious discrimination
Sexism Systemic and individual practices that give men privilege make women subordinate andthat shame values identified with women
Social Location or Social Identity A personrsquos membership in a socially constructed groupThese groups are often identified according to superficial characteristics such as skin colourcountry of origin religious beliefs body form etc
Structural This approach to equity work believes that the thoughts and behaviors of the indi-vidual are created and guided by various social structures such as capitalism andor neo-liberal-ism and are therefore limited The focus for change is raising awareness of the limits and chal-lenging the structures
Systemic racism The conscious or unconscious policies procedures and practices that excludemarginalize and exploit racialized people Systemic racism is supported by institutional powerand by powerful ideas often unexamined ones which make racism look normal and justified Forexample institutions that do not have effective complaints procedures or performance appraisaland promotion processes that use equity competencies make it possible for individuals to beracist
44
Appe
ndic
es
45
Transgender person A person who is not comfortable with or who rejects some or all of thegender identity given to their biological sex This is an umbrella terms used to describe trans-sexuals transvestites or cross-dressers and intersex people
Transsexual Someone who has a very strong feeling that they are living in the wrong sex A maletranssexual needs to live as a woman and a female transsexual needs to live as a man Somebut not all transsexuals have surgery to reassign their sex Some have procedures to partiallyreassign their sex and some use hormone therapy A transsexual can be heterosexual homo-sexual or bisexualWhite Refers to people belonging to the dominant racial group enjoy skin privilege in NorthAmerica Australia New Zealand and anywhere European colonialism has created racial inequityThe term ldquoWhiterdquo is capitalized for different reasons than other racial designations ndash Aboriginaland Black The latter identities are claimed with pride in opposition to the names imposed bydominant White society One of the ways that racism operates is to leave the racial identity ofWhite people unidentified ldquoWhiterdquo is capitalized to interrupt the privilege of having Whitenessgo unnamed
White Supremacy A system based on assumption of the ldquorightness of Whitenessrdquo in whichpolitical economic and social systems result in White people having more privilege and powerthan racialized people
many of the terms in the glossary were adapted with permission from Dancing on Live Embers ChallengingRacism in Organization by Tina Lopes and Barb Thomas Toronto Between the Lines 2006
Appendices
Appendix G Focus Group Findings
The following points are the relevant themes that emerged from the focus groups The groups wereasked to answer the following questions
1 How well has your organization and the various sectors practiced an integrated approach to anti- oppression
bull overall feeling that most are doing pretty good workbull some feel frustrated that the policies etc are not fully put into practice by all staff at an
agencybull feeling that the work is silorsquod and separated ndash working on one oppression at a timebull that the work is framed from a white middle class perspectivebull the work is not happening fast or often enough ndash ie deaf woman services gaps and barriers
2 What are the effective practices in the various areas ie policies programming outreach training org development
bull be committed inventive constantly evolve vigilantbull open to change pushing for changebull inclusion at all levels of an organization working together on committees and groupsbull engage diversity responsive to different needs
3 Where are the challengesbull funding shortages piecemeal and targeted on specific groups onlybull lack of accountability lack of clear policies and proceduresbull lack of inclusivity and diversitybull lack of time to be together communicate etcworkloads of service providersbull silorsquod workbull systemic exclusion internal and societal institutions
4 Visions and suggestions for changebull core guidelines with key values ndash written down and put into practicebull accountability in staff and managementbull commitment from all levelsbull everyone open to challengebull look at themes not populationsbull community drivenbull training and toolsbull fully funded and supported by structures
5 Who would take up the facilitation of changebull not one personbull coalitionsbull community groupsbull all levels of organization including service users
46
Appe
ndic
es
Recommendation(s)
a Conduct a review of existing policies procedures and practices that organizations feel repre-sent their best efforts of an integrative anti-oppressive framework
b Working groups should be created to develop the most effective integrative policies andprograms The groups should include diverse members from different social locations com-munities and be representative of all levels of the organization including service users
c Organizations must support this work by allocating time personnel and resourcesd Organizations must demonstrate commitment to the work by reviewing all policies proce-
dures and programs through the lense of an integrative anti-oppressive frameworke A tool kit should include templates of policies and procedures to simplify the writing of work
done by the committeesworking groupf This work is not static and must be revisited regularly in order to incorporate new informa-
tiong Organizations should offer regular training and workshops on how to put an integrative anti-
oppression framework into practiceh Organizations must hold staff and volunteers accountable to adhering to agency practice by
offering training and supervision including key values in mandate and mission statementsand integrative anti-oppressive practices in personnel and volunteer policies
Focus group participants
The following organizations participated in focus groups in 2005-06 for the Integrative Anti-Oppression Project
Woman Abuse CouncilFCJ Refugee Centre519 Community CentreNelliersquosSpringtidersquos Women with Disabilities ProgramToronto Rape Crisis CentreMulticultural Women Against RapeCentral Neighbourhood HouseAccess Alliance Multicultural Community Health CentreA Commitment to Training and Employment for Women (ACTEW)Arab Community Centre of TorontoAssaulted Womenrsquos HelplineBarbara Schlifer Counselling ClinicBlack Creek Community Health CentreCentral Family IntakeErnestine Womenrsquos ShelterFamily Services AssociationFlemingdon Neighborhood ServicesKorean Canadian Womenrsquos Association
47
Appendices
Macaulay Child Development CentreSt Christopherrsquos HouseSt Joseph Womenrsquos Health CentreSt Michael HospitalStonegate Community Health CentreUrban Alliance on Race RelationsWomenrsquos Counselling Referral and Education CentreYorktown ShelterYWCA
48
Appendix H References
Dancing on Live Embers Challenging Racism in Organizations Tina Lopes and Barb Thomas Be-tween the Lines Toronto 2006
Campbell C (2003) Anti-oppressive social work Promoting equity and Social Justice Editor DrCarolyn Campbell Halifax Nova Scotia Dalhousie UniversityRetrieved Jan 22 2008httpaoswsocialworkdalcawhatisaoswhtml
Roundtable on Anti-Oppression Politics in Anti-Capitalist Movements Edited by Sharmeen Khan ndashparticipants in the roundtable Kirat Kaur Junie Deacutesil Gary KinsmanRetrieved Jan 22 2008httpuppingtheantiorgnode1380
Williams C (2003) ldquoSeeking Cultural Competence What Is It How Do You Develop It and How DoYou Know When Yoursquove Got Itrdquo In WShera (Ed) Emerging Perspectives on Anti-Oppressive Practice(pp 265 - 278) Toronto Canadian Scholarsrsquo Press Inc
- Front Page1-1
- ManualModEN2
- ManualModEN3
- ManualModENCon
-
Appendices
How accessible is this policy
seYsdeeN
krownoitnettAfosaerA
aniycilopehtsInoitacoleerf-reirrab
nielbaliavaycilopehtsIstamroftnereffid
tuobatnemmocetivniewoDtamrofeht
ninettirwycilopehtsIrofysaesitahtegaugnal
dnatsrednuotstneilctsom
ylisaeebycilopehtnaCrehtootdetalsnart
segaugnal
tiohwyasycilopehtseoDstceffa
siohwyastiseoDrofelbisnopser
tignitnemelpmi
suoiravtcelferycilopehtseoDseulavdnasfeileblarutluc
ehtnissecorpasierehtfIspetsehteraycilop
otelbatpadadnaelbixelfsecnereffidetadommocca
etivniycilopehtseoDkcabdeefevigotelpoep
tahwtuobastnemmocdnasyasti
28
Appe
ndic
es
How does this policy affect different people
snoitseuQ noitnettAfosaerA
neebycilopehtsahwoHdetnemelpmi
evahsecitcarpdnaserudecorptahWdetluser
ycilopsihtmorfstifenebohW
woH
tifenebtonseodohW
woH
otsreirrabehtyfitnediuoynaCeraepyttahWstcapmielbatiuqe
)ctelaicnanifdetalsigel(yeht
dnasnoitseuqstnemmoctahWsihttuobaevahelpoepodstnialpmocserudecorpdnasecitcarpehtroycilop
detaercsahycilopsihttaht
ecivresffatsehtodtahWrosrebmemytinummocsresu
ycilopsihttuobayassreetnulov
29
Appendices
Policy gaps and what we can do
seYsdeeN
krownoitnettAfosaerA
wohyasycilopehtseoDeblliwelpoeptnereffid
detceffa
lliwelpoeptahttimdatiseoDsyawtnereffidnidetceffaeb
hguoneelbixelfycilopehtsItnereffidehtotdnopserot
elpoeptahtsecneirepxedevilevah
elbixelftonsiycilopehtfIehttahwyastiseod
otodlliwnoitazinagrosihtegnahc
egnahcrofnalpehtseoDsenilemitedulcni
wohyasycilopehtseoDrotupnievignacelpoepehtwohtuobakcabdeef
mehtstceffaycilop
edulcniycilopehtseoDdnasmronlarutlucesrevid
seulav
yehteratahW
30
Appe
ndic
es
Report of recommendations
noitadnemmoceR siohWelbisnopser
enilemiT
31
Appendices
Appendix B Sample Terms of Reference ndash Policy Review Committee
PreambleINSERT YOUR ORGANIZATION NAME is committed to applying an integrated anti-oppression frame-work to all undertakings of the organization To that end the organization will ensure that all poli-cies will be regularly reviewed and updated to reflect an integrated anti-oppression perspective
MandateThe mandate of the Policy Review Committee is to review the policies listed below with the objectiveof providing the organization with feedback and recommendations as to how the policies can betterreflect an integrated anti-oppression analysis The committee may also recommend the deletion oraddition of policies in this process
Type of Committee
The Policy Review Committee is a short term project based committee composed of communitymembers from the service area of YOUR ORGANIZATION NAME and frontline staff managementvolunteers Board and people who have accessed our service
Composition
Members should self-identify in one or more of the following waysbull racialized or aboriginalbull people who have little or no decision making power in the organization including service usersbull members of a marginalized groupbull representative of the demographic of organizationrsquos community
Timeline
The committee will complete the said work in a period of not longer than INSERT DATE HERE (3months from the start date of the review)
Deliverables Recommendations Report
Scope
Committee members shall have access to the policies of the organization mission statement by-laws salary grids collective agreements board meeting minutes complaints received strategicplan and all other relevant documents with the exception of the followingbull personnel filesbull in-camera Board meeting minutesbull client filesbull private legal material
32
Appe
ndic
es
Appendix C Sample Conflict Resolution Guidelines ndash Policy ReviewCommittee
PrinciplesIt is in places of conflict that the potential for change exists Conflicting ideas beliefs and valueswill ensure a rich dialogue and essential learning opportunities for everyone Committee membersare charged with reminding themselves that the committee exists in the service of the organizationwith the ultimate goal of better serving the community Each person on the committee has theresponsibility to deal directly with each other and commit to engaging with each other as allies inthis work
The organization will endeavor to assemble the relevant material that will be useful in meeting theobjectives of the committee prior to the beginning of the project and will ensure that any relevantmaterials will be delivered to the committee as quickly as possible
The decisions and recommendations of the committee do not bind the organization into action TheBoard of Directors andor Executive Director of the organization will review the recommendations ofthe committee and ultimately decide what can be instituted
Budget and Additional Resources
The Policy Review Committee has a budget of $$$$$ The budget will cover the committee costs- member expenses childcare travel long distance calls honorarium- meeting expenses accessible meeting room refreshments conference calls- accessibility expenses ASL interpretation note taking attendant care- supplies photocopying office supplies
Staff resource- maintain minutes and discussion notes for the committee- retrieve documents that the committee requires- assist in organizing meetings and refreshments for meetings
Meetings
Meetings will be held at an accessible meeting space ndash onsite at the organization if possible
The committee is responsible to elect co-chairpersons during the first committee meetingThe responsibilities of the co-chairs in consultation with the whole committee are tobull organize meetingsbull develop the agendabull organize committee communicationbull keep committee members on taskbull organize the completion of the final reportbull maintain communication with the organization including updates requests concerns etc
33
Appendices
34
Remember that resolving conflict does not necessarily mean that a person will change their view-point or opinion A resolution of conflict implies that each party has had the opportunity to sharetheir perspective be heard have opportunity for discussion and then have closure
How we deal with our colleagues when we have a different opinion or viewpoint can either open usup to new learning or shut us down The following are some key points to keep in mind
i Recognize that conflict is a healthy part of communication if all parties understand theirresponsibilities in the process
ii Parties should approach the process with the idea of creating a learning environmentiii Parties should be prepared to listen to each other ndash that is really listen without interrupt-
ing or preparing your argument in your headiv If you are challenging a statement made by another person ndash it is important to state
concisely where you believe the problem lies and if it furthers the learning moment tostate the impact on yourself
v Do not belabor the point or make comments about the otherrsquos motivation for the state-ment (ie They are ignorant bigoted etc)
vi The person who has been challenged should take away the information to think aboutwhere their learning lies ndash the statement back to the challenger should include how youwill approach the information that was shared with you from the other person
vii If you do not agree with the challengerrsquos view ndash further dialogue may be necessaryviii State your own view and where you believe the problem liesix Each person is responsible to think critically about the otherrsquos view with a goal of finding
common ground andor compromise andor the decision to agree to disagree ndash which isallowing space for differing points of view
x It is important that both parties do not disengage from the process by complaining orexpressing dissatisfaction about the other person to other people ndash that kind of behaviorlowers the integrity of the process and the party who engages in it
xi Try to understand each otherrsquos perspective without judging the person or making assump-tions about each other
Co-chairs responsibilitiesbull reminding members of the guidelines of conflict resolutionbull arranging time in the agenda to address conflict in the groupbull mediating conversations between the parties in conflictbull negotiating resolutionbull If the conflict is in regards to making a decision The co-chairs should refer to the decision
making guidelines
The guidelines presented above should not be used in situation of discrimination and abuse Inthose situations the committee should follow the procedures in the organizations anti-discriminationor anti-harassment policies
Appe
ndic
es
35
snoitpO snosaeRstifeneBrof
snosaeRsmelborPtsniagA
puorGnoisiceD
rofsnosaeRnoisiceD
Appendix D Sample Decision Making Chart ndash Policy Review Committee
Appendices
36
App
endi
x E
Fra
mew
ork
for p
olic
y re
view
and
dev
elop
men
t
We
deve
lope
d th
is fr
amew
ork
duri
ng th
e fir
st p
hase
of t
his
proj
ect
Its
purp
ose
is to
hel
p or
gani
zatio
ns u
se a
n in
tegr
ated
ant
i-opp
ress
ion
fram
ewor
k ap
proa
ch w
hen
revi
ewin
g an
d de
velo
ping
pol
icie
s
NOITSE
UQ
EG
NELLAH
CES
NOPSE
R
esoprupeht
sitah
Wrodna
ycilopsiht
foerudecorp
erusneotyrassecen
siycilop
aneh
wwonk
ottluciffid
ebn ac
tIruoy
tahterusne
otdna
seicilopyna
moot
gnitaercton
erauoy
ehtgniyfitnedI
stnemetats
gnitcilfnocgnika
mton
e raseicilop
edivorpsalle
wsa
sllaftipeseht
diovapleh
nacesoprup
otyrassecen
eblliw
serudecorptah
wdna
wohot
sanoi tcerid
esoprupeht
teem
bull bull bull bull
ycilopeht
rofelanoitar
ehtedivorP
tnetniytiuqe
ehtyfitnedi
ylraelCseitilibisnopser
evitalsigelyfitnedI
)s(ycilopetairporppa
ehtot
serudecorpkniL
tifycilop
ehtseo
Dycnega
ehtnihti
wnoissi
metad nam
rodnatne
metatsseulav
fotne
metatssfeileb
dna
woH
dnaetadna
mrieht
eniltuotaht
stnemetats
evahseicnega
ynaM
roFetadna
meht
teemlli
wyeht
wohtuoba
sfeilebrieht
elpmaxe
nasi
nemo
wllatsniaga
ecneloivlladne
otelpmaxe
er usneneht
tsum
wolloftaht
seiciloPtne
metatsnoissi
ma
fotsniaga
ecneloivgnitauteprep
tonsi
noitazinagroeht
tahtnoisserppo
ronoisulcxe
fomrof
ehtni
nemo
w
bull bull bull bull bull
fotne
metatsstnemucod
tnavelerllaweiveR
ctetnemetats
noissimetadna
msfeilebeht
stroppusycilop
ehtfi
enimrete
Detadna
mnoissim
seitiugibma
ehtyfitnedI
seulaveht
htiw
st sartnocycilop
ehtfi
enimrete
Dnoitazinagro
ehtfo
ycilopeht
oteka
mnac
uoysegnahc
ehtyfitnedI
tievorp
miot
tifyc ilop
ehtseo
Deht
htiw
snoitazinagronoitisoplacitilop
wo
H
tahtnoitisop
nasitrapa
naem
tonseod
noitisoplacitilopA
ynamrehtaR
ytraplacitilopralucitrap
astroppus
seussiralucitrap
nosnoitisopdepoleved
evahsnoitazinagro
noitazinagrotsini
mefa
ebya
mnoitazinagro
ruoyelp
maxeroF
dluow
serudecorpdna
seicilopruoy
noitazinagrotsini
mefa
sAytiuqe
yapeikro
wemarf
ytilauqesna
mow
awollof
ctestifenebrevigeracyli
mafdednapxe
bull bull
snoitisoplanoitazinagroeht
ssucsiddna
yfitnedItub
nettirwnu
erataht
seussilaicosgnidrager
esohtfo
emoS
noitazinagroruoy
nihtiw
tsixeyap
msireetnulovsvrobal
diapedulcniya
mcteseussi
htlaehlatnemytiuqe
-tne
metatsfeileb
aot
snoitisopetairporppa
ddAtsixe
tonseod
enofi
enoetaerc
ro
Appe
ndic
es
37
NOITSE
UQ
EG
NELLAH
CES
NOPSE
R
teem
ycilopeht
seoD
sdradnatsmu
minim
noitalsigelrobal
fosthgir
namuh
ycavirpnoitalsigelrednufnoit alsigel
dnastne
meergalautcartnoc
rehtostne
meerga
mehtdeecxe
tiseo
D
lautcartnocdna
evitalsigeltee
mylraelc
dluohsseiciloP
nettirw
si)noitalsigel
ytiuqeneve(
noitalsigeLseitilibisnopser
ehtno
desabsi
tahtkro
wemarf
erutluctnani
moda
morfeht
tcetorpot
keesyehT
spuorgsuonego
mohfo
noitpmussa
elpoepfo
sthgireht
ecnavdatonelpoep
dezilanigram
fosthgir
dnoyebog
dluohsseicilopkro
wemarflanoitcesretni
naylppa
oTsdradnatsla
minim
bull bull bull bull
snoitazinagroeht
dnatsrednudna
weiveR
waleht
rednuseitilibisnopser
seitilibisnopserdnatsrednu
dnastcartnoc
weiveRstcartnoc
fos
mreteht
rednullaf
snoitatcepxemu
minim
ehtereh
wyfitnedI
sseccaot
tnemevorp
midna
tnemecnavda
fot rohs
ytiuqedna
lauqetroppus
nacnoitazinagro
ruoysya
wyfitnedI
ytinutroppo
sihtseod
woH
erudecorpycilopeht
tc apmi
snoitazinagrotegdub
fI
mehttne
melpmi
ottcap
miyrategdub
evahod
seicilopyna
Mot
elbissopmi
emoceblli
wycilop
ehtdezingocer
tonsi
sihttub
ycilopdab
asi
tiesuaceb
ton-
dedracsideb
dnawollof
rofdetnuocca
tonere
wnoitatne
melpmi
fostsoc
ehtesuaceb
bull bull bull bull
htiw
detaicossastsoc
ehtllayfitnedI
ycilopeht
fonoitatne
melpmi
ralugerfo
trapera
stsoceht
erehw
yfitnedIedulcni
dluow
reganam
foyralaSei
-ssenisub
noisivrepusffats
stsoclanoitiddayfitne dI
ylgnidroccategduB
otelbisnopser
sioh
Wsi
ycilopsiht
erusnedna
dootsrednudecrofne
elbisnopsersi
ohw
etatsylraelc
tsum
serudecorpdna
seiciloPhcaEssenevitceffe
gnitaulavedna
gnirotinomtuo
gniyrracrof
detatsylraelc
e bdluohs
elorsnosrep
bull bull
diapnudna
diapfo
selorsuoirav
ehtyfitnedI
noitazinagroeht
fosreb
mem
ehttuo
yrraclliw
ohw
srebme
meht
yfitnedIsreb
mem
ehtetaulave
dnaesivrepusserudecorp
ycilopeht
etaulavedna
weiveretaerc
Appendices
38
NOIT
SE
UQ
EG
NELL
AH
CE
SN
OP
SE
R
eht
sita
hW
rof
msina
hcem
lacitirctnial
pm
ockca
bdeef
tegtaht
stnemucod
gnivileb
dluohsserudecorp
dnaseiciloP
ottnatrop
misi
tieroferehT
sevorpmi
gninraelruo
saretteb
rokcabdeef
edivorpnac
detceffaesoht
wohetats
yl raelcro
elbaeganamnu
evitceffenievorp
yehtneh
wfinialp
mocevisserppo
bull bull bull
seifitnediylraelc
tahtycilop
stnialpmoc
aetaer
Csreb
mem
diapnudna
diaprof
ssecorpeht
srebme
mytinu
mmoc
dnastneilcsresu
ecivrestI
elbisseccas i
ssecorpstnialp
moceht
erusnEyllacisyhp
nacsklof
erehw
decalpeb
dluohselbissecca
tnereffidni
dereffodna
tissecca
nialpraelc
ninettir
web
osladluohs
tIsta
mrofelpoep
ybdessecca
ebnac
titaht
osegaugnal
slevelycaretil
suoir avhti
wycilop
ehtrof
kcabdeefrof
ssecorpeht
yfitnedI
weiver
eb
ycilo
pe
htlli
ww
oH
otdetaci
nu
mm
oce
blli
wo
hw
eso
ht ti
yb
detceffa
ehtyb
detceffeesoht
llaot
tnediveeb
dluohscorpseiciloP
tnatropmi
sinoitacinu
mmoc
fonalp
agnitaer
Cse
moctuobull bull bull bull bull bull
elbisnopsereb
lliw
ohw
elpoepeht
folla
yfitnedIeb
lliw
ohw
esohtdna
noitatnemelp
mirof
noitatnem elp
mieht
ybdetcap
misdnik
tnereffideht
sseccafo
stniopeht
yfitnedIyrassecen
sseccafo
sepytdna
noitatnemelp
mirof
elbisnopseresoht
llaerusnE
seitilibisnopserrieht
tuobaraelc
eraot
ycilopetacinu
mmoc
otnalp
ehtyfitnedI
s rebme
mytinu
mmoc
dnastneilcsresu
ecivresrehto
dnaegaugnal
ycaretilsserdd
Aseussi
ytilibisseccaseussi
eseh tsserdda
otnalp
aetaer
C
Appe
ndic
es
39
NOITSE
UQ
EG
NELLAH
CES
NOPSE
R
weivereht
sitah
Weludehcs
ehtodlli
woh
W
weiver
deweiver
ebdluohs
stnemucod
gnivilsa
serudecorpdna
seiciloPdluohs
ssecorpehT
tnemevorp
mirof
yltnetsisnocdna
ylralugernI
kcabdeefrof
ytinutroppoedivorp
otsa
oseludehcs
aedulcni
dnaseicilop
ehtyb
detceffaesohtlla
morftupni
tegot
redrotahtnesohc
rodetov
ebdluohs
sreweiver
fomaet
aserudecorp
sevitcepsrepfo
esabdaorb
atneserper
bull bull bull
roylraey-
seicilopfo
weiverrof
enile
mita
teSylraey-ib
ebdluohs
tahtspuorg
redlohekatseht
yfitnedIytisrevid
otnoitnetta
htiw
weivereht
nidevlovni
dnassenevitceffe
ehtssessa
otsloot
edivorPycilop
hcaefo
ytiuqe
ycilopsiht
seoD
egnellahclahcrairtap
laicosevisserppo
wo
Hs
mron
gnignellahcflesti
nisi
krowe
marfdetargetni
nagniylppA
neebevah
sufo
ynam
sareve
woHs
mronerutluc
tnanimod
morftrats
dluohse
wsdradnats
naciremA
htroN
ybdenoitidnoc
nide
marfeblli
wserudecorp
dnaseicilop
ruotaht
esimerp
ehtksa
otevah
ew
eroferehTsfeileb
dnaseulav
erutluctnani
modgnidlohpu
tonera
ew
erusnetaht
snoitseuqfo
seiresa
sevle sruonoisserppo
fos
metsysdehcnertne
bull bull bull bull bull bull bull
noisserppodna
yhcrairtapfo
seussieht
yfitnedIycilop
hcaeni
tnerehninihti
wseussi
esehtegnellahc
otwoh
ezigetartSnoitazinagro
ruoygnika
mnoisiced
ehtni
ycnerapsnarteht
weiveRsessecorp
seodtah
Weisevlesruoyrof
snoitseuqetaerC
noitazinagroruo
niekil
koolre
wopycilop
ehtmorf
stifeneboh
wyfitnedI
revore
wopa
dlohpuseicilop
hcihw
enimrete
Dkro
wemarf
emit-lluf
derihsteg
ohWei
-snoitseuq
ksAsi
erehW
denimreted
sihtsi
woH
emit-trap
senimreted
ohW
tegdubeht
nitneps
yenom
seitiroirp
Appendices
40
NOITSE
UQ
EG
NELLAH
CES
NOPSE
R
ehteblli
wtah
Wno
tcapmilaitnereffid
spuorgdezilanigra
m
dnatsrednuot
tnatropmi
sitI
emas
ehtnae
mton
seodlauqEyfitnedi
otspuorg
tnereffidno
seicilopfo
stcapmi
suoiraveht
foytilibissecca
troppusot
wohdna
eilsreirrab
ehtereh
wspuorg
suoiravrof
secivresdna
tnemyolp
me
bull bull bull bull
fos
mitcivera
ohw
elpoepfo
spuorgyfitnedI
noisserppoci
metsysspuorg
suoiravno
stcapmi
ehtyfitnedI
dnaytiuqe
ecnavdataht
stcapmi
hsiugnitsiD
tonod
tahtesoht
sseccaot
sreirrabegnahc
otsya
wezigetartS
ycilopehtlli
wwo
Hnoisserppo
egnellahcnoisserppo
cimetsys
rofseicilop
weiveR bullmsicar
bullaibohpo
mohmsixesoreteh
bullmsielba
bullmsiega
bullmsixes
bullmsirtneconhte
bullmsissalc
bullmsiti
mes-itnabull
msibarA-itnabull
noitanimircsid
suoigilerbull
msilainoloc
bull bull bull
tsrifnretse
wa
sahycilop
ehtfi
enimrete
D
weivdlro
wtuoba
noitpmussa
narof
ycilopeht
ssessAnoitautis
cimonoce-oicos
dnaegaugnalytilibafo
secnereferrof
egaugnaleht
weiveRsnoitp
mussasuoigilernoitazinoloc
Appe
ndic
es
Appendix F Glossary of Anti-Oppression Terms
Ableism Prejudice and discrimination against people living with mental emotional and physicaldisabilities or differences People living with disabilities experience this discrimination segrega-tion and isolation because of peoplersquos prejudices and institutional barriers not because of thedisability or difference itself Deaf Deafened and Hard of hearing people historically have experi-enced systemic ableist oppression as well
Anti-Semitism Discrimination or violence against Jews Judaism and the cultural intellectualand religious heritage of Jewish people The word Semite literally refers to ldquoany of the peoplessupposed to be descended from Shem son of Noah especially the Jews Arabs Assyrians andPhoeniciansrdquo However Anti-Semitism is mostly used to refer to prejudice discrimination andviolence directed at Jews
Class Economic and social groups People in the higher classes make decisions about theeconomy while other people work for wages or are kept out of the economy The things that markdifferences between classes include peoplersquos ability to meet their basic needs their level ofincome wealth and formal education and their connections with people and institutions thathave influence and power In the current economic structure rich people got their wealth bytaking advantage of people at the bottom and middle of the class structure
Classism Any practices and beliefs that judge and value people according to their social class orthe social class that other people assume they belong to Most workplaces use classist languagethat reflects and reinforces the social hierarchy For example they undervalue the work of sup-port staff and decisions do not include the knowledge and opinions of these workers
Colonialism When a foreign power dominates and exploits an indigenous group by taking theirland and resources and using them as cheap labor in order to make money It also means spe-cific era between the 1700s and 1900s when European countries expanded into the Americasand countries of the global South In Europe people justified these practices using racial doc-trines These ideas about hierarchies of race are still widespread Uncovering and challengingthe ideas and ongoing practices of colonialism are important parts of racial equity work
Culture The collective experience beliefs values knowledge economy and ways of life of agroup of people who share past or current experiences Culture changes constantly it is notstatic Every culture is shaped by the land and spaces people inhabit together Individual andgroup culture can also be shaped by language religion racialization gender experiences ofmigration and immigration social class political affiliation family influences age sexual orien-tation geographic origin ethnicity experiences of discrimination or lack of discrimination andexperiences fighting oppression
Disenfranchised Not having full rights as a citizen or not being able to fully participate as amember of the community
41
Appendices
Dominant Culture The beliefs values and judgments of groups with social power The dominantculture is created and maintained by people in the dominant social group People who do notbelong to the dominant group often believe that these values beliefs and judgments are trueinstead of seeing how they reflect the interests of people in power
Dominant group People whose social identity gives them power and privilege In most parts ofCanada dominant identities are White male English-speaking heterosexual able-bodied Chris-tian affluent and middle class thirty to sixty-five years of age university educated from centralCanada Many people have one or more dominant identities
Equity Peoplersquos rights as individuals or members of a group to an equitable share of theresources and influence in society Equity work analyses and challenges unfair systems andpractices and works towards creating outcomes and access that benefit people equally
Exploitation Taking unfair advantage of a person or a group for onersquos own gain or advantageExploitation can be systematic or individual
First Nations A term that reflects the process some Aboriginal peoples in Canada have used toname themselves The word ldquofirstrdquo recognizes the fact that Aboriginal peoples are the originalinhabitants of what is now called Canada The word ldquonationrdquo stresses the fact that Aboriginalpeoples are political collectives who had their own forms of government before Europeans beganto settle here Many First Nations peoples are fighting to re-establish that sovereigntybull The term also refers to a group of Aboriginal people who were previously called a ldquoBandrdquo by
the Department of Indian Affairsbull ldquoFirst Nationrdquo can also mean a group or several groups of Aboriginal people who have the
same ethno-cultural background
Gender identity Features that are tied to how an individual thinks of themselves as a man or awoman A personrsquos gender identity may not be the same as their biological sex
Gender roles The culturally specific behaviors and appearances constructed by a culture todefine what is expected of women and men The expectations of femininity and masculinity areimposed on individuals according to their biological sex
Harassment Persistent ongoing behavior conveying negative attitudes towards an individual orgroup to make them feel intimidated and humiliated Harassment is an exercise of power Itincludes any action that a person knows or should know is not welcome Harassment includesname-calling jokes slurs graffiti insults threats rudeness and crude gestures verbal or physi-cal abuse Human Rights Codes in most provinces prohibit harassment based on race religionsex ethnicity and the other prohibited grounds for discrimination
Heterosexism All practices that convey the message that heterosexuals are better than otherpeople including the assumption that everyone is or must be heterosexual It operates like otherforms of prejudice and discrimination giving privilege and rights to members of the dominantgroupndashheterosexualsndashand not to gay or lesbian people
42
Appe
ndic
es
Hierarchy A system that gives individuals or groups different positions and power People andgroups with a higher rank have more power resources and value than individuals or groups witha lower rank For example in a patriarchy men are given more value than women
Immigrants People who have arrived and settled in Canada in their lifetime Sometimes peopleuse the word incorrectly to refer to Canadian-born racialized people because they assume thatall racialized people were born elsewhere
Inclusive Making sure that all members of the community are represented or involved in allaspects of the community
Integrated Combining information and values from a variety of people and sources in order toget a fuller result that is more inclusive
Islamaphobia The systemic ways and individual practices of racism that target Arab people andhave particular impact on them Some examples include negative stereotyping of Muslim peopledepicting Islam as essentially violent and fundamentalist assuming that all Arabs are Muslimand all Muslims are Arabs
Landed immigrant Persons with legal status who are permanent residents of Canada ratherthan visitors refugee claimants temporary workers or citizens
Marginalization A process that keeps groups or individual from having access to all or part ofthe resources and activities of the community
Oppression When one social group takes advantage of another social group either knowinglyor unconsciously Oppression gives the dominant group privilege and marginalizes anddisenfranchises the subordinated group The dominant social group can use force or social insti-tutions and resources to achieve oppression After a time individual members of the dominantgroup do not need to do anything and unequal treatment becomes so much a part of the socialinstitutions and structures that it seems normal
People of colour Any person who is not White or Aboriginal This term was first adopted in theUnited States by racialized people who were trying to name themselves with a positive identityrather than as ldquonon-whitesrdquo ldquocolouredrdquo ldquoethnicsrdquo or ldquovisible minoritiesrdquo
Privilege Unearned power that gives members of the dominant group economic social andpolitical advantages Privilege also means rights that everyone should have but that are deniedto some people
Racism Any aspect of Canadian society that openly or subtly makes White people and Whitenessnormal and valuable while making racialized communities invisible or devaluing stereotypingand labeling people of colour as ldquoothersrdquo who are different or inferior
43
Appendices
Individual racism The beliefs attitudes and actions of individuals that support or maintainracism Individual racism can be conscious or unconscious It can be active or passive
Institutional racism The network of structures policies and practices in systems and institutionsthat give White people advantages and that discriminate oppress and disadvantage racializedpeople
RacializationRacialized Racial identities are not fixed categories They are shaped by historynationality gender class and identity politics Racial designations often differ from country tocountry The term racialization or racialized makes explicit the ways in which we are socialized todifferentiate groups of people on the basis of superficial physical characteristics where White isthe norm It emphasizes the active process of categorizing people while at the same time reject-ing ldquoracerdquo as a scientific category
Refugee Persons who have to flee their country because they have a ldquowell-foundedrdquo fear ofpersecution based on race religion nationality political opinion or membership in a particularsocial group
Religious discrimination Any institutional or individual practices that exclude and discriminateagainst a person because of their religion In Canada many workplaces do not provide equitablyfor all religions Recently the Supreme Court has ruled that employers must accommodate em-ployees whose religious observances are not recognized in the Christian-based statutory holidayssuch as Easter and Christmas Religious discrimination is often linked to other forms of discrimi-nation For example Irish Catholics were often marked by their class ethnic origins and lan-guage as well as their Catholicism Racialized Muslims often experience racism mixed withreligious discrimination
Sexism Systemic and individual practices that give men privilege make women subordinate andthat shame values identified with women
Social Location or Social Identity A personrsquos membership in a socially constructed groupThese groups are often identified according to superficial characteristics such as skin colourcountry of origin religious beliefs body form etc
Structural This approach to equity work believes that the thoughts and behaviors of the indi-vidual are created and guided by various social structures such as capitalism andor neo-liberal-ism and are therefore limited The focus for change is raising awareness of the limits and chal-lenging the structures
Systemic racism The conscious or unconscious policies procedures and practices that excludemarginalize and exploit racialized people Systemic racism is supported by institutional powerand by powerful ideas often unexamined ones which make racism look normal and justified Forexample institutions that do not have effective complaints procedures or performance appraisaland promotion processes that use equity competencies make it possible for individuals to beracist
44
Appe
ndic
es
45
Transgender person A person who is not comfortable with or who rejects some or all of thegender identity given to their biological sex This is an umbrella terms used to describe trans-sexuals transvestites or cross-dressers and intersex people
Transsexual Someone who has a very strong feeling that they are living in the wrong sex A maletranssexual needs to live as a woman and a female transsexual needs to live as a man Somebut not all transsexuals have surgery to reassign their sex Some have procedures to partiallyreassign their sex and some use hormone therapy A transsexual can be heterosexual homo-sexual or bisexualWhite Refers to people belonging to the dominant racial group enjoy skin privilege in NorthAmerica Australia New Zealand and anywhere European colonialism has created racial inequityThe term ldquoWhiterdquo is capitalized for different reasons than other racial designations ndash Aboriginaland Black The latter identities are claimed with pride in opposition to the names imposed bydominant White society One of the ways that racism operates is to leave the racial identity ofWhite people unidentified ldquoWhiterdquo is capitalized to interrupt the privilege of having Whitenessgo unnamed
White Supremacy A system based on assumption of the ldquorightness of Whitenessrdquo in whichpolitical economic and social systems result in White people having more privilege and powerthan racialized people
many of the terms in the glossary were adapted with permission from Dancing on Live Embers ChallengingRacism in Organization by Tina Lopes and Barb Thomas Toronto Between the Lines 2006
Appendices
Appendix G Focus Group Findings
The following points are the relevant themes that emerged from the focus groups The groups wereasked to answer the following questions
1 How well has your organization and the various sectors practiced an integrated approach to anti- oppression
bull overall feeling that most are doing pretty good workbull some feel frustrated that the policies etc are not fully put into practice by all staff at an
agencybull feeling that the work is silorsquod and separated ndash working on one oppression at a timebull that the work is framed from a white middle class perspectivebull the work is not happening fast or often enough ndash ie deaf woman services gaps and barriers
2 What are the effective practices in the various areas ie policies programming outreach training org development
bull be committed inventive constantly evolve vigilantbull open to change pushing for changebull inclusion at all levels of an organization working together on committees and groupsbull engage diversity responsive to different needs
3 Where are the challengesbull funding shortages piecemeal and targeted on specific groups onlybull lack of accountability lack of clear policies and proceduresbull lack of inclusivity and diversitybull lack of time to be together communicate etcworkloads of service providersbull silorsquod workbull systemic exclusion internal and societal institutions
4 Visions and suggestions for changebull core guidelines with key values ndash written down and put into practicebull accountability in staff and managementbull commitment from all levelsbull everyone open to challengebull look at themes not populationsbull community drivenbull training and toolsbull fully funded and supported by structures
5 Who would take up the facilitation of changebull not one personbull coalitionsbull community groupsbull all levels of organization including service users
46
Appe
ndic
es
Recommendation(s)
a Conduct a review of existing policies procedures and practices that organizations feel repre-sent their best efforts of an integrative anti-oppressive framework
b Working groups should be created to develop the most effective integrative policies andprograms The groups should include diverse members from different social locations com-munities and be representative of all levels of the organization including service users
c Organizations must support this work by allocating time personnel and resourcesd Organizations must demonstrate commitment to the work by reviewing all policies proce-
dures and programs through the lense of an integrative anti-oppressive frameworke A tool kit should include templates of policies and procedures to simplify the writing of work
done by the committeesworking groupf This work is not static and must be revisited regularly in order to incorporate new informa-
tiong Organizations should offer regular training and workshops on how to put an integrative anti-
oppression framework into practiceh Organizations must hold staff and volunteers accountable to adhering to agency practice by
offering training and supervision including key values in mandate and mission statementsand integrative anti-oppressive practices in personnel and volunteer policies
Focus group participants
The following organizations participated in focus groups in 2005-06 for the Integrative Anti-Oppression Project
Woman Abuse CouncilFCJ Refugee Centre519 Community CentreNelliersquosSpringtidersquos Women with Disabilities ProgramToronto Rape Crisis CentreMulticultural Women Against RapeCentral Neighbourhood HouseAccess Alliance Multicultural Community Health CentreA Commitment to Training and Employment for Women (ACTEW)Arab Community Centre of TorontoAssaulted Womenrsquos HelplineBarbara Schlifer Counselling ClinicBlack Creek Community Health CentreCentral Family IntakeErnestine Womenrsquos ShelterFamily Services AssociationFlemingdon Neighborhood ServicesKorean Canadian Womenrsquos Association
47
Appendices
Macaulay Child Development CentreSt Christopherrsquos HouseSt Joseph Womenrsquos Health CentreSt Michael HospitalStonegate Community Health CentreUrban Alliance on Race RelationsWomenrsquos Counselling Referral and Education CentreYorktown ShelterYWCA
48
Appendix H References
Dancing on Live Embers Challenging Racism in Organizations Tina Lopes and Barb Thomas Be-tween the Lines Toronto 2006
Campbell C (2003) Anti-oppressive social work Promoting equity and Social Justice Editor DrCarolyn Campbell Halifax Nova Scotia Dalhousie UniversityRetrieved Jan 22 2008httpaoswsocialworkdalcawhatisaoswhtml
Roundtable on Anti-Oppression Politics in Anti-Capitalist Movements Edited by Sharmeen Khan ndashparticipants in the roundtable Kirat Kaur Junie Deacutesil Gary KinsmanRetrieved Jan 22 2008httpuppingtheantiorgnode1380
Williams C (2003) ldquoSeeking Cultural Competence What Is It How Do You Develop It and How DoYou Know When Yoursquove Got Itrdquo In WShera (Ed) Emerging Perspectives on Anti-Oppressive Practice(pp 265 - 278) Toronto Canadian Scholarsrsquo Press Inc
- Front Page1-1
- ManualModEN2
- ManualModEN3
- ManualModENCon
-
Appe
ndic
es
How does this policy affect different people
snoitseuQ noitnettAfosaerA
neebycilopehtsahwoHdetnemelpmi
evahsecitcarpdnaserudecorptahWdetluser
ycilopsihtmorfstifenebohW
woH
tifenebtonseodohW
woH
otsreirrabehtyfitnediuoynaCeraepyttahWstcapmielbatiuqe
)ctelaicnanifdetalsigel(yeht
dnasnoitseuqstnemmoctahWsihttuobaevahelpoepodstnialpmocserudecorpdnasecitcarpehtroycilop
detaercsahycilopsihttaht
ecivresffatsehtodtahWrosrebmemytinummocsresu
ycilopsihttuobayassreetnulov
29
Appendices
Policy gaps and what we can do
seYsdeeN
krownoitnettAfosaerA
wohyasycilopehtseoDeblliwelpoeptnereffid
detceffa
lliwelpoeptahttimdatiseoDsyawtnereffidnidetceffaeb
hguoneelbixelfycilopehtsItnereffidehtotdnopserot
elpoeptahtsecneirepxedevilevah
elbixelftonsiycilopehtfIehttahwyastiseod
otodlliwnoitazinagrosihtegnahc
egnahcrofnalpehtseoDsenilemitedulcni
wohyasycilopehtseoDrotupnievignacelpoepehtwohtuobakcabdeef
mehtstceffaycilop
edulcniycilopehtseoDdnasmronlarutlucesrevid
seulav
yehteratahW
30
Appe
ndic
es
Report of recommendations
noitadnemmoceR siohWelbisnopser
enilemiT
31
Appendices
Appendix B Sample Terms of Reference ndash Policy Review Committee
PreambleINSERT YOUR ORGANIZATION NAME is committed to applying an integrated anti-oppression frame-work to all undertakings of the organization To that end the organization will ensure that all poli-cies will be regularly reviewed and updated to reflect an integrated anti-oppression perspective
MandateThe mandate of the Policy Review Committee is to review the policies listed below with the objectiveof providing the organization with feedback and recommendations as to how the policies can betterreflect an integrated anti-oppression analysis The committee may also recommend the deletion oraddition of policies in this process
Type of Committee
The Policy Review Committee is a short term project based committee composed of communitymembers from the service area of YOUR ORGANIZATION NAME and frontline staff managementvolunteers Board and people who have accessed our service
Composition
Members should self-identify in one or more of the following waysbull racialized or aboriginalbull people who have little or no decision making power in the organization including service usersbull members of a marginalized groupbull representative of the demographic of organizationrsquos community
Timeline
The committee will complete the said work in a period of not longer than INSERT DATE HERE (3months from the start date of the review)
Deliverables Recommendations Report
Scope
Committee members shall have access to the policies of the organization mission statement by-laws salary grids collective agreements board meeting minutes complaints received strategicplan and all other relevant documents with the exception of the followingbull personnel filesbull in-camera Board meeting minutesbull client filesbull private legal material
32
Appe
ndic
es
Appendix C Sample Conflict Resolution Guidelines ndash Policy ReviewCommittee
PrinciplesIt is in places of conflict that the potential for change exists Conflicting ideas beliefs and valueswill ensure a rich dialogue and essential learning opportunities for everyone Committee membersare charged with reminding themselves that the committee exists in the service of the organizationwith the ultimate goal of better serving the community Each person on the committee has theresponsibility to deal directly with each other and commit to engaging with each other as allies inthis work
The organization will endeavor to assemble the relevant material that will be useful in meeting theobjectives of the committee prior to the beginning of the project and will ensure that any relevantmaterials will be delivered to the committee as quickly as possible
The decisions and recommendations of the committee do not bind the organization into action TheBoard of Directors andor Executive Director of the organization will review the recommendations ofthe committee and ultimately decide what can be instituted
Budget and Additional Resources
The Policy Review Committee has a budget of $$$$$ The budget will cover the committee costs- member expenses childcare travel long distance calls honorarium- meeting expenses accessible meeting room refreshments conference calls- accessibility expenses ASL interpretation note taking attendant care- supplies photocopying office supplies
Staff resource- maintain minutes and discussion notes for the committee- retrieve documents that the committee requires- assist in organizing meetings and refreshments for meetings
Meetings
Meetings will be held at an accessible meeting space ndash onsite at the organization if possible
The committee is responsible to elect co-chairpersons during the first committee meetingThe responsibilities of the co-chairs in consultation with the whole committee are tobull organize meetingsbull develop the agendabull organize committee communicationbull keep committee members on taskbull organize the completion of the final reportbull maintain communication with the organization including updates requests concerns etc
33
Appendices
34
Remember that resolving conflict does not necessarily mean that a person will change their view-point or opinion A resolution of conflict implies that each party has had the opportunity to sharetheir perspective be heard have opportunity for discussion and then have closure
How we deal with our colleagues when we have a different opinion or viewpoint can either open usup to new learning or shut us down The following are some key points to keep in mind
i Recognize that conflict is a healthy part of communication if all parties understand theirresponsibilities in the process
ii Parties should approach the process with the idea of creating a learning environmentiii Parties should be prepared to listen to each other ndash that is really listen without interrupt-
ing or preparing your argument in your headiv If you are challenging a statement made by another person ndash it is important to state
concisely where you believe the problem lies and if it furthers the learning moment tostate the impact on yourself
v Do not belabor the point or make comments about the otherrsquos motivation for the state-ment (ie They are ignorant bigoted etc)
vi The person who has been challenged should take away the information to think aboutwhere their learning lies ndash the statement back to the challenger should include how youwill approach the information that was shared with you from the other person
vii If you do not agree with the challengerrsquos view ndash further dialogue may be necessaryviii State your own view and where you believe the problem liesix Each person is responsible to think critically about the otherrsquos view with a goal of finding
common ground andor compromise andor the decision to agree to disagree ndash which isallowing space for differing points of view
x It is important that both parties do not disengage from the process by complaining orexpressing dissatisfaction about the other person to other people ndash that kind of behaviorlowers the integrity of the process and the party who engages in it
xi Try to understand each otherrsquos perspective without judging the person or making assump-tions about each other
Co-chairs responsibilitiesbull reminding members of the guidelines of conflict resolutionbull arranging time in the agenda to address conflict in the groupbull mediating conversations between the parties in conflictbull negotiating resolutionbull If the conflict is in regards to making a decision The co-chairs should refer to the decision
making guidelines
The guidelines presented above should not be used in situation of discrimination and abuse Inthose situations the committee should follow the procedures in the organizations anti-discriminationor anti-harassment policies
Appe
ndic
es
35
snoitpO snosaeRstifeneBrof
snosaeRsmelborPtsniagA
puorGnoisiceD
rofsnosaeRnoisiceD
Appendix D Sample Decision Making Chart ndash Policy Review Committee
Appendices
36
App
endi
x E
Fra
mew
ork
for p
olic
y re
view
and
dev
elop
men
t
We
deve
lope
d th
is fr
amew
ork
duri
ng th
e fir
st p
hase
of t
his
proj
ect
Its
purp
ose
is to
hel
p or
gani
zatio
ns u
se a
n in
tegr
ated
ant
i-opp
ress
ion
fram
ewor
k ap
proa
ch w
hen
revi
ewin
g an
d de
velo
ping
pol
icie
s
NOITSE
UQ
EG
NELLAH
CES
NOPSE
R
esoprupeht
sitah
Wrodna
ycilopsiht
foerudecorp
erusneotyrassecen
siycilop
aneh
wwonk
ottluciffid
ebn ac
tIruoy
tahterusne
otdna
seicilopyna
moot
gnitaercton
erauoy
ehtgniyfitnedI
stnemetats
gnitcilfnocgnika
mton
e raseicilop
edivorpsalle
wsa
sllaftipeseht
diovapleh
nacesoprup
otyrassecen
eblliw
serudecorptah
wdna
wohot
sanoi tcerid
esoprupeht
teem
bull bull bull bull
ycilopeht
rofelanoitar
ehtedivorP
tnetniytiuqe
ehtyfitnedi
ylraelCseitilibisnopser
evitalsigelyfitnedI
)s(ycilopetairporppa
ehtot
serudecorpkniL
tifycilop
ehtseo
Dycnega
ehtnihti
wnoissi
metad nam
rodnatne
metatsseulav
fotne
metatssfeileb
dna
woH
dnaetadna
mrieht
eniltuotaht
stnemetats
evahseicnega
ynaM
roFetadna
meht
teemlli
wyeht
wohtuoba
sfeilebrieht
elpmaxe
nasi
nemo
wllatsniaga
ecneloivlladne
otelpmaxe
er usneneht
tsum
wolloftaht
seiciloPtne
metatsnoissi
ma
fotsniaga
ecneloivgnitauteprep
tonsi
noitazinagroeht
tahtnoisserppo
ronoisulcxe
fomrof
ehtni
nemo
w
bull bull bull bull bull
fotne
metatsstnemucod
tnavelerllaweiveR
ctetnemetats
noissimetadna
msfeilebeht
stroppusycilop
ehtfi
enimrete
Detadna
mnoissim
seitiugibma
ehtyfitnedI
seulaveht
htiw
st sartnocycilop
ehtfi
enimrete
Dnoitazinagro
ehtfo
ycilopeht
oteka
mnac
uoysegnahc
ehtyfitnedI
tievorp
miot
tifyc ilop
ehtseo
Deht
htiw
snoitazinagronoitisoplacitilop
wo
H
tahtnoitisop
nasitrapa
naem
tonseod
noitisoplacitilopA
ynamrehtaR
ytraplacitilopralucitrap
astroppus
seussiralucitrap
nosnoitisopdepoleved
evahsnoitazinagro
noitazinagrotsini
mefa
ebya
mnoitazinagro
ruoyelp
maxeroF
dluow
serudecorpdna
seicilopruoy
noitazinagrotsini
mefa
sAytiuqe
yapeikro
wemarf
ytilauqesna
mow
awollof
ctestifenebrevigeracyli
mafdednapxe
bull bull
snoitisoplanoitazinagroeht
ssucsiddna
yfitnedItub
nettirwnu
erataht
seussilaicosgnidrager
esohtfo
emoS
noitazinagroruoy
nihtiw
tsixeyap
msireetnulovsvrobal
diapedulcniya
mcteseussi
htlaehlatnemytiuqe
-tne
metatsfeileb
aot
snoitisopetairporppa
ddAtsixe
tonseod
enofi
enoetaerc
ro
Appe
ndic
es
37
NOITSE
UQ
EG
NELLAH
CES
NOPSE
R
teem
ycilopeht
seoD
sdradnatsmu
minim
noitalsigelrobal
fosthgir
namuh
ycavirpnoitalsigelrednufnoit alsigel
dnastne
meergalautcartnoc
rehtostne
meerga
mehtdeecxe
tiseo
D
lautcartnocdna
evitalsigeltee
mylraelc
dluohsseiciloP
nettirw
si)noitalsigel
ytiuqeneve(
noitalsigeLseitilibisnopser
ehtno
desabsi
tahtkro
wemarf
erutluctnani
moda
morfeht
tcetorpot
keesyehT
spuorgsuonego
mohfo
noitpmussa
elpoepfo
sthgireht
ecnavdatonelpoep
dezilanigram
fosthgir
dnoyebog
dluohsseicilopkro
wemarflanoitcesretni
naylppa
oTsdradnatsla
minim
bull bull bull bull
snoitazinagroeht
dnatsrednudna
weiveR
waleht
rednuseitilibisnopser
seitilibisnopserdnatsrednu
dnastcartnoc
weiveRstcartnoc
fos
mreteht
rednullaf
snoitatcepxemu
minim
ehtereh
wyfitnedI
sseccaot
tnemevorp
midna
tnemecnavda
fot rohs
ytiuqedna
lauqetroppus
nacnoitazinagro
ruoysya
wyfitnedI
ytinutroppo
sihtseod
woH
erudecorpycilopeht
tc apmi
snoitazinagrotegdub
fI
mehttne
melpmi
ottcap
miyrategdub
evahod
seicilopyna
Mot
elbissopmi
emoceblli
wycilop
ehtdezingocer
tonsi
sihttub
ycilopdab
asi
tiesuaceb
ton-
dedracsideb
dnawollof
rofdetnuocca
tonere
wnoitatne
melpmi
fostsoc
ehtesuaceb
bull bull bull bull
htiw
detaicossastsoc
ehtllayfitnedI
ycilopeht
fonoitatne
melpmi
ralugerfo
trapera
stsoceht
erehw
yfitnedIedulcni
dluow
reganam
foyralaSei
-ssenisub
noisivrepusffats
stsoclanoitiddayfitne dI
ylgnidroccategduB
otelbisnopser
sioh
Wsi
ycilopsiht
erusnedna
dootsrednudecrofne
elbisnopsersi
ohw
etatsylraelc
tsum
serudecorpdna
seiciloPhcaEssenevitceffe
gnitaulavedna
gnirotinomtuo
gniyrracrof
detatsylraelc
e bdluohs
elorsnosrep
bull bull
diapnudna
diapfo
selorsuoirav
ehtyfitnedI
noitazinagroeht
fosreb
mem
ehttuo
yrraclliw
ohw
srebme
meht
yfitnedIsreb
mem
ehtetaulave
dnaesivrepusserudecorp
ycilopeht
etaulavedna
weiveretaerc
Appendices
38
NOIT
SE
UQ
EG
NELL
AH
CE
SN
OP
SE
R
eht
sita
hW
rof
msina
hcem
lacitirctnial
pm
ockca
bdeef
tegtaht
stnemucod
gnivileb
dluohsserudecorp
dnaseiciloP
ottnatrop
misi
tieroferehT
sevorpmi
gninraelruo
saretteb
rokcabdeef
edivorpnac
detceffaesoht
wohetats
yl raelcro
elbaeganamnu
evitceffenievorp
yehtneh
wfinialp
mocevisserppo
bull bull bull
seifitnediylraelc
tahtycilop
stnialpmoc
aetaer
Csreb
mem
diapnudna
diaprof
ssecorpeht
srebme
mytinu
mmoc
dnastneilcsresu
ecivrestI
elbisseccas i
ssecorpstnialp
moceht
erusnEyllacisyhp
nacsklof
erehw
decalpeb
dluohselbissecca
tnereffidni
dereffodna
tissecca
nialpraelc
ninettir
web
osladluohs
tIsta
mrofelpoep
ybdessecca
ebnac
titaht
osegaugnal
slevelycaretil
suoir avhti
wycilop
ehtrof
kcabdeefrof
ssecorpeht
yfitnedI
weiver
eb
ycilo
pe
htlli
ww
oH
otdetaci
nu
mm
oce
blli
wo
hw
eso
ht ti
yb
detceffa
ehtyb
detceffeesoht
llaot
tnediveeb
dluohscorpseiciloP
tnatropmi
sinoitacinu
mmoc
fonalp
agnitaer
Cse
moctuobull bull bull bull bull bull
elbisnopsereb
lliw
ohw
elpoepeht
folla
yfitnedIeb
lliw
ohw
esohtdna
noitatnemelp
mirof
noitatnem elp
mieht
ybdetcap
misdnik
tnereffideht
sseccafo
stniopeht
yfitnedIyrassecen
sseccafo
sepytdna
noitatnemelp
mirof
elbisnopseresoht
llaerusnE
seitilibisnopserrieht
tuobaraelc
eraot
ycilopetacinu
mmoc
otnalp
ehtyfitnedI
s rebme
mytinu
mmoc
dnastneilcsresu
ecivresrehto
dnaegaugnal
ycaretilsserdd
Aseussi
ytilibisseccaseussi
eseh tsserdda
otnalp
aetaer
C
Appe
ndic
es
39
NOITSE
UQ
EG
NELLAH
CES
NOPSE
R
weivereht
sitah
Weludehcs
ehtodlli
woh
W
weiver
deweiver
ebdluohs
stnemucod
gnivilsa
serudecorpdna
seiciloPdluohs
ssecorpehT
tnemevorp
mirof
yltnetsisnocdna
ylralugernI
kcabdeefrof
ytinutroppoedivorp
otsa
oseludehcs
aedulcni
dnaseicilop
ehtyb
detceffaesohtlla
morftupni
tegot
redrotahtnesohc
rodetov
ebdluohs
sreweiver
fomaet
aserudecorp
sevitcepsrepfo
esabdaorb
atneserper
bull bull bull
roylraey-
seicilopfo
weiverrof
enile
mita
teSylraey-ib
ebdluohs
tahtspuorg
redlohekatseht
yfitnedIytisrevid
otnoitnetta
htiw
weivereht
nidevlovni
dnassenevitceffe
ehtssessa
otsloot
edivorPycilop
hcaefo
ytiuqe
ycilopsiht
seoD
egnellahclahcrairtap
laicosevisserppo
wo
Hs
mron
gnignellahcflesti
nisi
krowe
marfdetargetni
nagniylppA
neebevah
sufo
ynam
sareve
woHs
mronerutluc
tnanimod
morftrats
dluohse
wsdradnats
naciremA
htroN
ybdenoitidnoc
nide
marfeblli
wserudecorp
dnaseicilop
ruotaht
esimerp
ehtksa
otevah
ew
eroferehTsfeileb
dnaseulav
erutluctnani
modgnidlohpu
tonera
ew
erusnetaht
snoitseuqfo
seiresa
sevle sruonoisserppo
fos
metsysdehcnertne
bull bull bull bull bull bull bull
noisserppodna
yhcrairtapfo
seussieht
yfitnedIycilop
hcaeni
tnerehninihti
wseussi
esehtegnellahc
otwoh
ezigetartSnoitazinagro
ruoygnika
mnoisiced
ehtni
ycnerapsnarteht
weiveRsessecorp
seodtah
Weisevlesruoyrof
snoitseuqetaerC
noitazinagroruo
niekil
koolre
wopycilop
ehtmorf
stifeneboh
wyfitnedI
revore
wopa
dlohpuseicilop
hcihw
enimrete
Dkro
wemarf
emit-lluf
derihsteg
ohWei
-snoitseuq
ksAsi
erehW
denimreted
sihtsi
woH
emit-trap
senimreted
ohW
tegdubeht
nitneps
yenom
seitiroirp
Appendices
40
NOITSE
UQ
EG
NELLAH
CES
NOPSE
R
ehteblli
wtah
Wno
tcapmilaitnereffid
spuorgdezilanigra
m
dnatsrednuot
tnatropmi
sitI
emas
ehtnae
mton
seodlauqEyfitnedi
otspuorg
tnereffidno
seicilopfo
stcapmi
suoiraveht
foytilibissecca
troppusot
wohdna
eilsreirrab
ehtereh
wspuorg
suoiravrof
secivresdna
tnemyolp
me
bull bull bull bull
fos
mitcivera
ohw
elpoepfo
spuorgyfitnedI
noisserppoci
metsysspuorg
suoiravno
stcapmi
ehtyfitnedI
dnaytiuqe
ecnavdataht
stcapmi
hsiugnitsiD
tonod
tahtesoht
sseccaot
sreirrabegnahc
otsya
wezigetartS
ycilopehtlli
wwo
Hnoisserppo
egnellahcnoisserppo
cimetsys
rofseicilop
weiveR bullmsicar
bullaibohpo
mohmsixesoreteh
bullmsielba
bullmsiega
bullmsixes
bullmsirtneconhte
bullmsissalc
bullmsiti
mes-itnabull
msibarA-itnabull
noitanimircsid
suoigilerbull
msilainoloc
bull bull bull
tsrifnretse
wa
sahycilop
ehtfi
enimrete
D
weivdlro
wtuoba
noitpmussa
narof
ycilopeht
ssessAnoitautis
cimonoce-oicos
dnaegaugnalytilibafo
secnereferrof
egaugnaleht
weiveRsnoitp
mussasuoigilernoitazinoloc
Appe
ndic
es
Appendix F Glossary of Anti-Oppression Terms
Ableism Prejudice and discrimination against people living with mental emotional and physicaldisabilities or differences People living with disabilities experience this discrimination segrega-tion and isolation because of peoplersquos prejudices and institutional barriers not because of thedisability or difference itself Deaf Deafened and Hard of hearing people historically have experi-enced systemic ableist oppression as well
Anti-Semitism Discrimination or violence against Jews Judaism and the cultural intellectualand religious heritage of Jewish people The word Semite literally refers to ldquoany of the peoplessupposed to be descended from Shem son of Noah especially the Jews Arabs Assyrians andPhoeniciansrdquo However Anti-Semitism is mostly used to refer to prejudice discrimination andviolence directed at Jews
Class Economic and social groups People in the higher classes make decisions about theeconomy while other people work for wages or are kept out of the economy The things that markdifferences between classes include peoplersquos ability to meet their basic needs their level ofincome wealth and formal education and their connections with people and institutions thathave influence and power In the current economic structure rich people got their wealth bytaking advantage of people at the bottom and middle of the class structure
Classism Any practices and beliefs that judge and value people according to their social class orthe social class that other people assume they belong to Most workplaces use classist languagethat reflects and reinforces the social hierarchy For example they undervalue the work of sup-port staff and decisions do not include the knowledge and opinions of these workers
Colonialism When a foreign power dominates and exploits an indigenous group by taking theirland and resources and using them as cheap labor in order to make money It also means spe-cific era between the 1700s and 1900s when European countries expanded into the Americasand countries of the global South In Europe people justified these practices using racial doc-trines These ideas about hierarchies of race are still widespread Uncovering and challengingthe ideas and ongoing practices of colonialism are important parts of racial equity work
Culture The collective experience beliefs values knowledge economy and ways of life of agroup of people who share past or current experiences Culture changes constantly it is notstatic Every culture is shaped by the land and spaces people inhabit together Individual andgroup culture can also be shaped by language religion racialization gender experiences ofmigration and immigration social class political affiliation family influences age sexual orien-tation geographic origin ethnicity experiences of discrimination or lack of discrimination andexperiences fighting oppression
Disenfranchised Not having full rights as a citizen or not being able to fully participate as amember of the community
41
Appendices
Dominant Culture The beliefs values and judgments of groups with social power The dominantculture is created and maintained by people in the dominant social group People who do notbelong to the dominant group often believe that these values beliefs and judgments are trueinstead of seeing how they reflect the interests of people in power
Dominant group People whose social identity gives them power and privilege In most parts ofCanada dominant identities are White male English-speaking heterosexual able-bodied Chris-tian affluent and middle class thirty to sixty-five years of age university educated from centralCanada Many people have one or more dominant identities
Equity Peoplersquos rights as individuals or members of a group to an equitable share of theresources and influence in society Equity work analyses and challenges unfair systems andpractices and works towards creating outcomes and access that benefit people equally
Exploitation Taking unfair advantage of a person or a group for onersquos own gain or advantageExploitation can be systematic or individual
First Nations A term that reflects the process some Aboriginal peoples in Canada have used toname themselves The word ldquofirstrdquo recognizes the fact that Aboriginal peoples are the originalinhabitants of what is now called Canada The word ldquonationrdquo stresses the fact that Aboriginalpeoples are political collectives who had their own forms of government before Europeans beganto settle here Many First Nations peoples are fighting to re-establish that sovereigntybull The term also refers to a group of Aboriginal people who were previously called a ldquoBandrdquo by
the Department of Indian Affairsbull ldquoFirst Nationrdquo can also mean a group or several groups of Aboriginal people who have the
same ethno-cultural background
Gender identity Features that are tied to how an individual thinks of themselves as a man or awoman A personrsquos gender identity may not be the same as their biological sex
Gender roles The culturally specific behaviors and appearances constructed by a culture todefine what is expected of women and men The expectations of femininity and masculinity areimposed on individuals according to their biological sex
Harassment Persistent ongoing behavior conveying negative attitudes towards an individual orgroup to make them feel intimidated and humiliated Harassment is an exercise of power Itincludes any action that a person knows or should know is not welcome Harassment includesname-calling jokes slurs graffiti insults threats rudeness and crude gestures verbal or physi-cal abuse Human Rights Codes in most provinces prohibit harassment based on race religionsex ethnicity and the other prohibited grounds for discrimination
Heterosexism All practices that convey the message that heterosexuals are better than otherpeople including the assumption that everyone is or must be heterosexual It operates like otherforms of prejudice and discrimination giving privilege and rights to members of the dominantgroupndashheterosexualsndashand not to gay or lesbian people
42
Appe
ndic
es
Hierarchy A system that gives individuals or groups different positions and power People andgroups with a higher rank have more power resources and value than individuals or groups witha lower rank For example in a patriarchy men are given more value than women
Immigrants People who have arrived and settled in Canada in their lifetime Sometimes peopleuse the word incorrectly to refer to Canadian-born racialized people because they assume thatall racialized people were born elsewhere
Inclusive Making sure that all members of the community are represented or involved in allaspects of the community
Integrated Combining information and values from a variety of people and sources in order toget a fuller result that is more inclusive
Islamaphobia The systemic ways and individual practices of racism that target Arab people andhave particular impact on them Some examples include negative stereotyping of Muslim peopledepicting Islam as essentially violent and fundamentalist assuming that all Arabs are Muslimand all Muslims are Arabs
Landed immigrant Persons with legal status who are permanent residents of Canada ratherthan visitors refugee claimants temporary workers or citizens
Marginalization A process that keeps groups or individual from having access to all or part ofthe resources and activities of the community
Oppression When one social group takes advantage of another social group either knowinglyor unconsciously Oppression gives the dominant group privilege and marginalizes anddisenfranchises the subordinated group The dominant social group can use force or social insti-tutions and resources to achieve oppression After a time individual members of the dominantgroup do not need to do anything and unequal treatment becomes so much a part of the socialinstitutions and structures that it seems normal
People of colour Any person who is not White or Aboriginal This term was first adopted in theUnited States by racialized people who were trying to name themselves with a positive identityrather than as ldquonon-whitesrdquo ldquocolouredrdquo ldquoethnicsrdquo or ldquovisible minoritiesrdquo
Privilege Unearned power that gives members of the dominant group economic social andpolitical advantages Privilege also means rights that everyone should have but that are deniedto some people
Racism Any aspect of Canadian society that openly or subtly makes White people and Whitenessnormal and valuable while making racialized communities invisible or devaluing stereotypingand labeling people of colour as ldquoothersrdquo who are different or inferior
43
Appendices
Individual racism The beliefs attitudes and actions of individuals that support or maintainracism Individual racism can be conscious or unconscious It can be active or passive
Institutional racism The network of structures policies and practices in systems and institutionsthat give White people advantages and that discriminate oppress and disadvantage racializedpeople
RacializationRacialized Racial identities are not fixed categories They are shaped by historynationality gender class and identity politics Racial designations often differ from country tocountry The term racialization or racialized makes explicit the ways in which we are socialized todifferentiate groups of people on the basis of superficial physical characteristics where White isthe norm It emphasizes the active process of categorizing people while at the same time reject-ing ldquoracerdquo as a scientific category
Refugee Persons who have to flee their country because they have a ldquowell-foundedrdquo fear ofpersecution based on race religion nationality political opinion or membership in a particularsocial group
Religious discrimination Any institutional or individual practices that exclude and discriminateagainst a person because of their religion In Canada many workplaces do not provide equitablyfor all religions Recently the Supreme Court has ruled that employers must accommodate em-ployees whose religious observances are not recognized in the Christian-based statutory holidayssuch as Easter and Christmas Religious discrimination is often linked to other forms of discrimi-nation For example Irish Catholics were often marked by their class ethnic origins and lan-guage as well as their Catholicism Racialized Muslims often experience racism mixed withreligious discrimination
Sexism Systemic and individual practices that give men privilege make women subordinate andthat shame values identified with women
Social Location or Social Identity A personrsquos membership in a socially constructed groupThese groups are often identified according to superficial characteristics such as skin colourcountry of origin religious beliefs body form etc
Structural This approach to equity work believes that the thoughts and behaviors of the indi-vidual are created and guided by various social structures such as capitalism andor neo-liberal-ism and are therefore limited The focus for change is raising awareness of the limits and chal-lenging the structures
Systemic racism The conscious or unconscious policies procedures and practices that excludemarginalize and exploit racialized people Systemic racism is supported by institutional powerand by powerful ideas often unexamined ones which make racism look normal and justified Forexample institutions that do not have effective complaints procedures or performance appraisaland promotion processes that use equity competencies make it possible for individuals to beracist
44
Appe
ndic
es
45
Transgender person A person who is not comfortable with or who rejects some or all of thegender identity given to their biological sex This is an umbrella terms used to describe trans-sexuals transvestites or cross-dressers and intersex people
Transsexual Someone who has a very strong feeling that they are living in the wrong sex A maletranssexual needs to live as a woman and a female transsexual needs to live as a man Somebut not all transsexuals have surgery to reassign their sex Some have procedures to partiallyreassign their sex and some use hormone therapy A transsexual can be heterosexual homo-sexual or bisexualWhite Refers to people belonging to the dominant racial group enjoy skin privilege in NorthAmerica Australia New Zealand and anywhere European colonialism has created racial inequityThe term ldquoWhiterdquo is capitalized for different reasons than other racial designations ndash Aboriginaland Black The latter identities are claimed with pride in opposition to the names imposed bydominant White society One of the ways that racism operates is to leave the racial identity ofWhite people unidentified ldquoWhiterdquo is capitalized to interrupt the privilege of having Whitenessgo unnamed
White Supremacy A system based on assumption of the ldquorightness of Whitenessrdquo in whichpolitical economic and social systems result in White people having more privilege and powerthan racialized people
many of the terms in the glossary were adapted with permission from Dancing on Live Embers ChallengingRacism in Organization by Tina Lopes and Barb Thomas Toronto Between the Lines 2006
Appendices
Appendix G Focus Group Findings
The following points are the relevant themes that emerged from the focus groups The groups wereasked to answer the following questions
1 How well has your organization and the various sectors practiced an integrated approach to anti- oppression
bull overall feeling that most are doing pretty good workbull some feel frustrated that the policies etc are not fully put into practice by all staff at an
agencybull feeling that the work is silorsquod and separated ndash working on one oppression at a timebull that the work is framed from a white middle class perspectivebull the work is not happening fast or often enough ndash ie deaf woman services gaps and barriers
2 What are the effective practices in the various areas ie policies programming outreach training org development
bull be committed inventive constantly evolve vigilantbull open to change pushing for changebull inclusion at all levels of an organization working together on committees and groupsbull engage diversity responsive to different needs
3 Where are the challengesbull funding shortages piecemeal and targeted on specific groups onlybull lack of accountability lack of clear policies and proceduresbull lack of inclusivity and diversitybull lack of time to be together communicate etcworkloads of service providersbull silorsquod workbull systemic exclusion internal and societal institutions
4 Visions and suggestions for changebull core guidelines with key values ndash written down and put into practicebull accountability in staff and managementbull commitment from all levelsbull everyone open to challengebull look at themes not populationsbull community drivenbull training and toolsbull fully funded and supported by structures
5 Who would take up the facilitation of changebull not one personbull coalitionsbull community groupsbull all levels of organization including service users
46
Appe
ndic
es
Recommendation(s)
a Conduct a review of existing policies procedures and practices that organizations feel repre-sent their best efforts of an integrative anti-oppressive framework
b Working groups should be created to develop the most effective integrative policies andprograms The groups should include diverse members from different social locations com-munities and be representative of all levels of the organization including service users
c Organizations must support this work by allocating time personnel and resourcesd Organizations must demonstrate commitment to the work by reviewing all policies proce-
dures and programs through the lense of an integrative anti-oppressive frameworke A tool kit should include templates of policies and procedures to simplify the writing of work
done by the committeesworking groupf This work is not static and must be revisited regularly in order to incorporate new informa-
tiong Organizations should offer regular training and workshops on how to put an integrative anti-
oppression framework into practiceh Organizations must hold staff and volunteers accountable to adhering to agency practice by
offering training and supervision including key values in mandate and mission statementsand integrative anti-oppressive practices in personnel and volunteer policies
Focus group participants
The following organizations participated in focus groups in 2005-06 for the Integrative Anti-Oppression Project
Woman Abuse CouncilFCJ Refugee Centre519 Community CentreNelliersquosSpringtidersquos Women with Disabilities ProgramToronto Rape Crisis CentreMulticultural Women Against RapeCentral Neighbourhood HouseAccess Alliance Multicultural Community Health CentreA Commitment to Training and Employment for Women (ACTEW)Arab Community Centre of TorontoAssaulted Womenrsquos HelplineBarbara Schlifer Counselling ClinicBlack Creek Community Health CentreCentral Family IntakeErnestine Womenrsquos ShelterFamily Services AssociationFlemingdon Neighborhood ServicesKorean Canadian Womenrsquos Association
47
Appendices
Macaulay Child Development CentreSt Christopherrsquos HouseSt Joseph Womenrsquos Health CentreSt Michael HospitalStonegate Community Health CentreUrban Alliance on Race RelationsWomenrsquos Counselling Referral and Education CentreYorktown ShelterYWCA
48
Appendix H References
Dancing on Live Embers Challenging Racism in Organizations Tina Lopes and Barb Thomas Be-tween the Lines Toronto 2006
Campbell C (2003) Anti-oppressive social work Promoting equity and Social Justice Editor DrCarolyn Campbell Halifax Nova Scotia Dalhousie UniversityRetrieved Jan 22 2008httpaoswsocialworkdalcawhatisaoswhtml
Roundtable on Anti-Oppression Politics in Anti-Capitalist Movements Edited by Sharmeen Khan ndashparticipants in the roundtable Kirat Kaur Junie Deacutesil Gary KinsmanRetrieved Jan 22 2008httpuppingtheantiorgnode1380
Williams C (2003) ldquoSeeking Cultural Competence What Is It How Do You Develop It and How DoYou Know When Yoursquove Got Itrdquo In WShera (Ed) Emerging Perspectives on Anti-Oppressive Practice(pp 265 - 278) Toronto Canadian Scholarsrsquo Press Inc
- Front Page1-1
- ManualModEN2
- ManualModEN3
- ManualModENCon
-
Appendices
Policy gaps and what we can do
seYsdeeN
krownoitnettAfosaerA
wohyasycilopehtseoDeblliwelpoeptnereffid
detceffa
lliwelpoeptahttimdatiseoDsyawtnereffidnidetceffaeb
hguoneelbixelfycilopehtsItnereffidehtotdnopserot
elpoeptahtsecneirepxedevilevah
elbixelftonsiycilopehtfIehttahwyastiseod
otodlliwnoitazinagrosihtegnahc
egnahcrofnalpehtseoDsenilemitedulcni
wohyasycilopehtseoDrotupnievignacelpoepehtwohtuobakcabdeef
mehtstceffaycilop
edulcniycilopehtseoDdnasmronlarutlucesrevid
seulav
yehteratahW
30
Appe
ndic
es
Report of recommendations
noitadnemmoceR siohWelbisnopser
enilemiT
31
Appendices
Appendix B Sample Terms of Reference ndash Policy Review Committee
PreambleINSERT YOUR ORGANIZATION NAME is committed to applying an integrated anti-oppression frame-work to all undertakings of the organization To that end the organization will ensure that all poli-cies will be regularly reviewed and updated to reflect an integrated anti-oppression perspective
MandateThe mandate of the Policy Review Committee is to review the policies listed below with the objectiveof providing the organization with feedback and recommendations as to how the policies can betterreflect an integrated anti-oppression analysis The committee may also recommend the deletion oraddition of policies in this process
Type of Committee
The Policy Review Committee is a short term project based committee composed of communitymembers from the service area of YOUR ORGANIZATION NAME and frontline staff managementvolunteers Board and people who have accessed our service
Composition
Members should self-identify in one or more of the following waysbull racialized or aboriginalbull people who have little or no decision making power in the organization including service usersbull members of a marginalized groupbull representative of the demographic of organizationrsquos community
Timeline
The committee will complete the said work in a period of not longer than INSERT DATE HERE (3months from the start date of the review)
Deliverables Recommendations Report
Scope
Committee members shall have access to the policies of the organization mission statement by-laws salary grids collective agreements board meeting minutes complaints received strategicplan and all other relevant documents with the exception of the followingbull personnel filesbull in-camera Board meeting minutesbull client filesbull private legal material
32
Appe
ndic
es
Appendix C Sample Conflict Resolution Guidelines ndash Policy ReviewCommittee
PrinciplesIt is in places of conflict that the potential for change exists Conflicting ideas beliefs and valueswill ensure a rich dialogue and essential learning opportunities for everyone Committee membersare charged with reminding themselves that the committee exists in the service of the organizationwith the ultimate goal of better serving the community Each person on the committee has theresponsibility to deal directly with each other and commit to engaging with each other as allies inthis work
The organization will endeavor to assemble the relevant material that will be useful in meeting theobjectives of the committee prior to the beginning of the project and will ensure that any relevantmaterials will be delivered to the committee as quickly as possible
The decisions and recommendations of the committee do not bind the organization into action TheBoard of Directors andor Executive Director of the organization will review the recommendations ofthe committee and ultimately decide what can be instituted
Budget and Additional Resources
The Policy Review Committee has a budget of $$$$$ The budget will cover the committee costs- member expenses childcare travel long distance calls honorarium- meeting expenses accessible meeting room refreshments conference calls- accessibility expenses ASL interpretation note taking attendant care- supplies photocopying office supplies
Staff resource- maintain minutes and discussion notes for the committee- retrieve documents that the committee requires- assist in organizing meetings and refreshments for meetings
Meetings
Meetings will be held at an accessible meeting space ndash onsite at the organization if possible
The committee is responsible to elect co-chairpersons during the first committee meetingThe responsibilities of the co-chairs in consultation with the whole committee are tobull organize meetingsbull develop the agendabull organize committee communicationbull keep committee members on taskbull organize the completion of the final reportbull maintain communication with the organization including updates requests concerns etc
33
Appendices
34
Remember that resolving conflict does not necessarily mean that a person will change their view-point or opinion A resolution of conflict implies that each party has had the opportunity to sharetheir perspective be heard have opportunity for discussion and then have closure
How we deal with our colleagues when we have a different opinion or viewpoint can either open usup to new learning or shut us down The following are some key points to keep in mind
i Recognize that conflict is a healthy part of communication if all parties understand theirresponsibilities in the process
ii Parties should approach the process with the idea of creating a learning environmentiii Parties should be prepared to listen to each other ndash that is really listen without interrupt-
ing or preparing your argument in your headiv If you are challenging a statement made by another person ndash it is important to state
concisely where you believe the problem lies and if it furthers the learning moment tostate the impact on yourself
v Do not belabor the point or make comments about the otherrsquos motivation for the state-ment (ie They are ignorant bigoted etc)
vi The person who has been challenged should take away the information to think aboutwhere their learning lies ndash the statement back to the challenger should include how youwill approach the information that was shared with you from the other person
vii If you do not agree with the challengerrsquos view ndash further dialogue may be necessaryviii State your own view and where you believe the problem liesix Each person is responsible to think critically about the otherrsquos view with a goal of finding
common ground andor compromise andor the decision to agree to disagree ndash which isallowing space for differing points of view
x It is important that both parties do not disengage from the process by complaining orexpressing dissatisfaction about the other person to other people ndash that kind of behaviorlowers the integrity of the process and the party who engages in it
xi Try to understand each otherrsquos perspective without judging the person or making assump-tions about each other
Co-chairs responsibilitiesbull reminding members of the guidelines of conflict resolutionbull arranging time in the agenda to address conflict in the groupbull mediating conversations between the parties in conflictbull negotiating resolutionbull If the conflict is in regards to making a decision The co-chairs should refer to the decision
making guidelines
The guidelines presented above should not be used in situation of discrimination and abuse Inthose situations the committee should follow the procedures in the organizations anti-discriminationor anti-harassment policies
Appe
ndic
es
35
snoitpO snosaeRstifeneBrof
snosaeRsmelborPtsniagA
puorGnoisiceD
rofsnosaeRnoisiceD
Appendix D Sample Decision Making Chart ndash Policy Review Committee
Appendices
36
App
endi
x E
Fra
mew
ork
for p
olic
y re
view
and
dev
elop
men
t
We
deve
lope
d th
is fr
amew
ork
duri
ng th
e fir
st p
hase
of t
his
proj
ect
Its
purp
ose
is to
hel
p or
gani
zatio
ns u
se a
n in
tegr
ated
ant
i-opp
ress
ion
fram
ewor
k ap
proa
ch w
hen
revi
ewin
g an
d de
velo
ping
pol
icie
s
NOITSE
UQ
EG
NELLAH
CES
NOPSE
R
esoprupeht
sitah
Wrodna
ycilopsiht
foerudecorp
erusneotyrassecen
siycilop
aneh
wwonk
ottluciffid
ebn ac
tIruoy
tahterusne
otdna
seicilopyna
moot
gnitaercton
erauoy
ehtgniyfitnedI
stnemetats
gnitcilfnocgnika
mton
e raseicilop
edivorpsalle
wsa
sllaftipeseht
diovapleh
nacesoprup
otyrassecen
eblliw
serudecorptah
wdna
wohot
sanoi tcerid
esoprupeht
teem
bull bull bull bull
ycilopeht
rofelanoitar
ehtedivorP
tnetniytiuqe
ehtyfitnedi
ylraelCseitilibisnopser
evitalsigelyfitnedI
)s(ycilopetairporppa
ehtot
serudecorpkniL
tifycilop
ehtseo
Dycnega
ehtnihti
wnoissi
metad nam
rodnatne
metatsseulav
fotne
metatssfeileb
dna
woH
dnaetadna
mrieht
eniltuotaht
stnemetats
evahseicnega
ynaM
roFetadna
meht
teemlli
wyeht
wohtuoba
sfeilebrieht
elpmaxe
nasi
nemo
wllatsniaga
ecneloivlladne
otelpmaxe
er usneneht
tsum
wolloftaht
seiciloPtne
metatsnoissi
ma
fotsniaga
ecneloivgnitauteprep
tonsi
noitazinagroeht
tahtnoisserppo
ronoisulcxe
fomrof
ehtni
nemo
w
bull bull bull bull bull
fotne
metatsstnemucod
tnavelerllaweiveR
ctetnemetats
noissimetadna
msfeilebeht
stroppusycilop
ehtfi
enimrete
Detadna
mnoissim
seitiugibma
ehtyfitnedI
seulaveht
htiw
st sartnocycilop
ehtfi
enimrete
Dnoitazinagro
ehtfo
ycilopeht
oteka
mnac
uoysegnahc
ehtyfitnedI
tievorp
miot
tifyc ilop
ehtseo
Deht
htiw
snoitazinagronoitisoplacitilop
wo
H
tahtnoitisop
nasitrapa
naem
tonseod
noitisoplacitilopA
ynamrehtaR
ytraplacitilopralucitrap
astroppus
seussiralucitrap
nosnoitisopdepoleved
evahsnoitazinagro
noitazinagrotsini
mefa
ebya
mnoitazinagro
ruoyelp
maxeroF
dluow
serudecorpdna
seicilopruoy
noitazinagrotsini
mefa
sAytiuqe
yapeikro
wemarf
ytilauqesna
mow
awollof
ctestifenebrevigeracyli
mafdednapxe
bull bull
snoitisoplanoitazinagroeht
ssucsiddna
yfitnedItub
nettirwnu
erataht
seussilaicosgnidrager
esohtfo
emoS
noitazinagroruoy
nihtiw
tsixeyap
msireetnulovsvrobal
diapedulcniya
mcteseussi
htlaehlatnemytiuqe
-tne
metatsfeileb
aot
snoitisopetairporppa
ddAtsixe
tonseod
enofi
enoetaerc
ro
Appe
ndic
es
37
NOITSE
UQ
EG
NELLAH
CES
NOPSE
R
teem
ycilopeht
seoD
sdradnatsmu
minim
noitalsigelrobal
fosthgir
namuh
ycavirpnoitalsigelrednufnoit alsigel
dnastne
meergalautcartnoc
rehtostne
meerga
mehtdeecxe
tiseo
D
lautcartnocdna
evitalsigeltee
mylraelc
dluohsseiciloP
nettirw
si)noitalsigel
ytiuqeneve(
noitalsigeLseitilibisnopser
ehtno
desabsi
tahtkro
wemarf
erutluctnani
moda
morfeht
tcetorpot
keesyehT
spuorgsuonego
mohfo
noitpmussa
elpoepfo
sthgireht
ecnavdatonelpoep
dezilanigram
fosthgir
dnoyebog
dluohsseicilopkro
wemarflanoitcesretni
naylppa
oTsdradnatsla
minim
bull bull bull bull
snoitazinagroeht
dnatsrednudna
weiveR
waleht
rednuseitilibisnopser
seitilibisnopserdnatsrednu
dnastcartnoc
weiveRstcartnoc
fos
mreteht
rednullaf
snoitatcepxemu
minim
ehtereh
wyfitnedI
sseccaot
tnemevorp
midna
tnemecnavda
fot rohs
ytiuqedna
lauqetroppus
nacnoitazinagro
ruoysya
wyfitnedI
ytinutroppo
sihtseod
woH
erudecorpycilopeht
tc apmi
snoitazinagrotegdub
fI
mehttne
melpmi
ottcap
miyrategdub
evahod
seicilopyna
Mot
elbissopmi
emoceblli
wycilop
ehtdezingocer
tonsi
sihttub
ycilopdab
asi
tiesuaceb
ton-
dedracsideb
dnawollof
rofdetnuocca
tonere
wnoitatne
melpmi
fostsoc
ehtesuaceb
bull bull bull bull
htiw
detaicossastsoc
ehtllayfitnedI
ycilopeht
fonoitatne
melpmi
ralugerfo
trapera
stsoceht
erehw
yfitnedIedulcni
dluow
reganam
foyralaSei
-ssenisub
noisivrepusffats
stsoclanoitiddayfitne dI
ylgnidroccategduB
otelbisnopser
sioh
Wsi
ycilopsiht
erusnedna
dootsrednudecrofne
elbisnopsersi
ohw
etatsylraelc
tsum
serudecorpdna
seiciloPhcaEssenevitceffe
gnitaulavedna
gnirotinomtuo
gniyrracrof
detatsylraelc
e bdluohs
elorsnosrep
bull bull
diapnudna
diapfo
selorsuoirav
ehtyfitnedI
noitazinagroeht
fosreb
mem
ehttuo
yrraclliw
ohw
srebme
meht
yfitnedIsreb
mem
ehtetaulave
dnaesivrepusserudecorp
ycilopeht
etaulavedna
weiveretaerc
Appendices
38
NOIT
SE
UQ
EG
NELL
AH
CE
SN
OP
SE
R
eht
sita
hW
rof
msina
hcem
lacitirctnial
pm
ockca
bdeef
tegtaht
stnemucod
gnivileb
dluohsserudecorp
dnaseiciloP
ottnatrop
misi
tieroferehT
sevorpmi
gninraelruo
saretteb
rokcabdeef
edivorpnac
detceffaesoht
wohetats
yl raelcro
elbaeganamnu
evitceffenievorp
yehtneh
wfinialp
mocevisserppo
bull bull bull
seifitnediylraelc
tahtycilop
stnialpmoc
aetaer
Csreb
mem
diapnudna
diaprof
ssecorpeht
srebme
mytinu
mmoc
dnastneilcsresu
ecivrestI
elbisseccas i
ssecorpstnialp
moceht
erusnEyllacisyhp
nacsklof
erehw
decalpeb
dluohselbissecca
tnereffidni
dereffodna
tissecca
nialpraelc
ninettir
web
osladluohs
tIsta
mrofelpoep
ybdessecca
ebnac
titaht
osegaugnal
slevelycaretil
suoir avhti
wycilop
ehtrof
kcabdeefrof
ssecorpeht
yfitnedI
weiver
eb
ycilo
pe
htlli
ww
oH
otdetaci
nu
mm
oce
blli
wo
hw
eso
ht ti
yb
detceffa
ehtyb
detceffeesoht
llaot
tnediveeb
dluohscorpseiciloP
tnatropmi
sinoitacinu
mmoc
fonalp
agnitaer
Cse
moctuobull bull bull bull bull bull
elbisnopsereb
lliw
ohw
elpoepeht
folla
yfitnedIeb
lliw
ohw
esohtdna
noitatnemelp
mirof
noitatnem elp
mieht
ybdetcap
misdnik
tnereffideht
sseccafo
stniopeht
yfitnedIyrassecen
sseccafo
sepytdna
noitatnemelp
mirof
elbisnopseresoht
llaerusnE
seitilibisnopserrieht
tuobaraelc
eraot
ycilopetacinu
mmoc
otnalp
ehtyfitnedI
s rebme
mytinu
mmoc
dnastneilcsresu
ecivresrehto
dnaegaugnal
ycaretilsserdd
Aseussi
ytilibisseccaseussi
eseh tsserdda
otnalp
aetaer
C
Appe
ndic
es
39
NOITSE
UQ
EG
NELLAH
CES
NOPSE
R
weivereht
sitah
Weludehcs
ehtodlli
woh
W
weiver
deweiver
ebdluohs
stnemucod
gnivilsa
serudecorpdna
seiciloPdluohs
ssecorpehT
tnemevorp
mirof
yltnetsisnocdna
ylralugernI
kcabdeefrof
ytinutroppoedivorp
otsa
oseludehcs
aedulcni
dnaseicilop
ehtyb
detceffaesohtlla
morftupni
tegot
redrotahtnesohc
rodetov
ebdluohs
sreweiver
fomaet
aserudecorp
sevitcepsrepfo
esabdaorb
atneserper
bull bull bull
roylraey-
seicilopfo
weiverrof
enile
mita
teSylraey-ib
ebdluohs
tahtspuorg
redlohekatseht
yfitnedIytisrevid
otnoitnetta
htiw
weivereht
nidevlovni
dnassenevitceffe
ehtssessa
otsloot
edivorPycilop
hcaefo
ytiuqe
ycilopsiht
seoD
egnellahclahcrairtap
laicosevisserppo
wo
Hs
mron
gnignellahcflesti
nisi
krowe
marfdetargetni
nagniylppA
neebevah
sufo
ynam
sareve
woHs
mronerutluc
tnanimod
morftrats
dluohse
wsdradnats
naciremA
htroN
ybdenoitidnoc
nide
marfeblli
wserudecorp
dnaseicilop
ruotaht
esimerp
ehtksa
otevah
ew
eroferehTsfeileb
dnaseulav
erutluctnani
modgnidlohpu
tonera
ew
erusnetaht
snoitseuqfo
seiresa
sevle sruonoisserppo
fos
metsysdehcnertne
bull bull bull bull bull bull bull
noisserppodna
yhcrairtapfo
seussieht
yfitnedIycilop
hcaeni
tnerehninihti
wseussi
esehtegnellahc
otwoh
ezigetartSnoitazinagro
ruoygnika
mnoisiced
ehtni
ycnerapsnarteht
weiveRsessecorp
seodtah
Weisevlesruoyrof
snoitseuqetaerC
noitazinagroruo
niekil
koolre
wopycilop
ehtmorf
stifeneboh
wyfitnedI
revore
wopa
dlohpuseicilop
hcihw
enimrete
Dkro
wemarf
emit-lluf
derihsteg
ohWei
-snoitseuq
ksAsi
erehW
denimreted
sihtsi
woH
emit-trap
senimreted
ohW
tegdubeht
nitneps
yenom
seitiroirp
Appendices
40
NOITSE
UQ
EG
NELLAH
CES
NOPSE
R
ehteblli
wtah
Wno
tcapmilaitnereffid
spuorgdezilanigra
m
dnatsrednuot
tnatropmi
sitI
emas
ehtnae
mton
seodlauqEyfitnedi
otspuorg
tnereffidno
seicilopfo
stcapmi
suoiraveht
foytilibissecca
troppusot
wohdna
eilsreirrab
ehtereh
wspuorg
suoiravrof
secivresdna
tnemyolp
me
bull bull bull bull
fos
mitcivera
ohw
elpoepfo
spuorgyfitnedI
noisserppoci
metsysspuorg
suoiravno
stcapmi
ehtyfitnedI
dnaytiuqe
ecnavdataht
stcapmi
hsiugnitsiD
tonod
tahtesoht
sseccaot
sreirrabegnahc
otsya
wezigetartS
ycilopehtlli
wwo
Hnoisserppo
egnellahcnoisserppo
cimetsys
rofseicilop
weiveR bullmsicar
bullaibohpo
mohmsixesoreteh
bullmsielba
bullmsiega
bullmsixes
bullmsirtneconhte
bullmsissalc
bullmsiti
mes-itnabull
msibarA-itnabull
noitanimircsid
suoigilerbull
msilainoloc
bull bull bull
tsrifnretse
wa
sahycilop
ehtfi
enimrete
D
weivdlro
wtuoba
noitpmussa
narof
ycilopeht
ssessAnoitautis
cimonoce-oicos
dnaegaugnalytilibafo
secnereferrof
egaugnaleht
weiveRsnoitp
mussasuoigilernoitazinoloc
Appe
ndic
es
Appendix F Glossary of Anti-Oppression Terms
Ableism Prejudice and discrimination against people living with mental emotional and physicaldisabilities or differences People living with disabilities experience this discrimination segrega-tion and isolation because of peoplersquos prejudices and institutional barriers not because of thedisability or difference itself Deaf Deafened and Hard of hearing people historically have experi-enced systemic ableist oppression as well
Anti-Semitism Discrimination or violence against Jews Judaism and the cultural intellectualand religious heritage of Jewish people The word Semite literally refers to ldquoany of the peoplessupposed to be descended from Shem son of Noah especially the Jews Arabs Assyrians andPhoeniciansrdquo However Anti-Semitism is mostly used to refer to prejudice discrimination andviolence directed at Jews
Class Economic and social groups People in the higher classes make decisions about theeconomy while other people work for wages or are kept out of the economy The things that markdifferences between classes include peoplersquos ability to meet their basic needs their level ofincome wealth and formal education and their connections with people and institutions thathave influence and power In the current economic structure rich people got their wealth bytaking advantage of people at the bottom and middle of the class structure
Classism Any practices and beliefs that judge and value people according to their social class orthe social class that other people assume they belong to Most workplaces use classist languagethat reflects and reinforces the social hierarchy For example they undervalue the work of sup-port staff and decisions do not include the knowledge and opinions of these workers
Colonialism When a foreign power dominates and exploits an indigenous group by taking theirland and resources and using them as cheap labor in order to make money It also means spe-cific era between the 1700s and 1900s when European countries expanded into the Americasand countries of the global South In Europe people justified these practices using racial doc-trines These ideas about hierarchies of race are still widespread Uncovering and challengingthe ideas and ongoing practices of colonialism are important parts of racial equity work
Culture The collective experience beliefs values knowledge economy and ways of life of agroup of people who share past or current experiences Culture changes constantly it is notstatic Every culture is shaped by the land and spaces people inhabit together Individual andgroup culture can also be shaped by language religion racialization gender experiences ofmigration and immigration social class political affiliation family influences age sexual orien-tation geographic origin ethnicity experiences of discrimination or lack of discrimination andexperiences fighting oppression
Disenfranchised Not having full rights as a citizen or not being able to fully participate as amember of the community
41
Appendices
Dominant Culture The beliefs values and judgments of groups with social power The dominantculture is created and maintained by people in the dominant social group People who do notbelong to the dominant group often believe that these values beliefs and judgments are trueinstead of seeing how they reflect the interests of people in power
Dominant group People whose social identity gives them power and privilege In most parts ofCanada dominant identities are White male English-speaking heterosexual able-bodied Chris-tian affluent and middle class thirty to sixty-five years of age university educated from centralCanada Many people have one or more dominant identities
Equity Peoplersquos rights as individuals or members of a group to an equitable share of theresources and influence in society Equity work analyses and challenges unfair systems andpractices and works towards creating outcomes and access that benefit people equally
Exploitation Taking unfair advantage of a person or a group for onersquos own gain or advantageExploitation can be systematic or individual
First Nations A term that reflects the process some Aboriginal peoples in Canada have used toname themselves The word ldquofirstrdquo recognizes the fact that Aboriginal peoples are the originalinhabitants of what is now called Canada The word ldquonationrdquo stresses the fact that Aboriginalpeoples are political collectives who had their own forms of government before Europeans beganto settle here Many First Nations peoples are fighting to re-establish that sovereigntybull The term also refers to a group of Aboriginal people who were previously called a ldquoBandrdquo by
the Department of Indian Affairsbull ldquoFirst Nationrdquo can also mean a group or several groups of Aboriginal people who have the
same ethno-cultural background
Gender identity Features that are tied to how an individual thinks of themselves as a man or awoman A personrsquos gender identity may not be the same as their biological sex
Gender roles The culturally specific behaviors and appearances constructed by a culture todefine what is expected of women and men The expectations of femininity and masculinity areimposed on individuals according to their biological sex
Harassment Persistent ongoing behavior conveying negative attitudes towards an individual orgroup to make them feel intimidated and humiliated Harassment is an exercise of power Itincludes any action that a person knows or should know is not welcome Harassment includesname-calling jokes slurs graffiti insults threats rudeness and crude gestures verbal or physi-cal abuse Human Rights Codes in most provinces prohibit harassment based on race religionsex ethnicity and the other prohibited grounds for discrimination
Heterosexism All practices that convey the message that heterosexuals are better than otherpeople including the assumption that everyone is or must be heterosexual It operates like otherforms of prejudice and discrimination giving privilege and rights to members of the dominantgroupndashheterosexualsndashand not to gay or lesbian people
42
Appe
ndic
es
Hierarchy A system that gives individuals or groups different positions and power People andgroups with a higher rank have more power resources and value than individuals or groups witha lower rank For example in a patriarchy men are given more value than women
Immigrants People who have arrived and settled in Canada in their lifetime Sometimes peopleuse the word incorrectly to refer to Canadian-born racialized people because they assume thatall racialized people were born elsewhere
Inclusive Making sure that all members of the community are represented or involved in allaspects of the community
Integrated Combining information and values from a variety of people and sources in order toget a fuller result that is more inclusive
Islamaphobia The systemic ways and individual practices of racism that target Arab people andhave particular impact on them Some examples include negative stereotyping of Muslim peopledepicting Islam as essentially violent and fundamentalist assuming that all Arabs are Muslimand all Muslims are Arabs
Landed immigrant Persons with legal status who are permanent residents of Canada ratherthan visitors refugee claimants temporary workers or citizens
Marginalization A process that keeps groups or individual from having access to all or part ofthe resources and activities of the community
Oppression When one social group takes advantage of another social group either knowinglyor unconsciously Oppression gives the dominant group privilege and marginalizes anddisenfranchises the subordinated group The dominant social group can use force or social insti-tutions and resources to achieve oppression After a time individual members of the dominantgroup do not need to do anything and unequal treatment becomes so much a part of the socialinstitutions and structures that it seems normal
People of colour Any person who is not White or Aboriginal This term was first adopted in theUnited States by racialized people who were trying to name themselves with a positive identityrather than as ldquonon-whitesrdquo ldquocolouredrdquo ldquoethnicsrdquo or ldquovisible minoritiesrdquo
Privilege Unearned power that gives members of the dominant group economic social andpolitical advantages Privilege also means rights that everyone should have but that are deniedto some people
Racism Any aspect of Canadian society that openly or subtly makes White people and Whitenessnormal and valuable while making racialized communities invisible or devaluing stereotypingand labeling people of colour as ldquoothersrdquo who are different or inferior
43
Appendices
Individual racism The beliefs attitudes and actions of individuals that support or maintainracism Individual racism can be conscious or unconscious It can be active or passive
Institutional racism The network of structures policies and practices in systems and institutionsthat give White people advantages and that discriminate oppress and disadvantage racializedpeople
RacializationRacialized Racial identities are not fixed categories They are shaped by historynationality gender class and identity politics Racial designations often differ from country tocountry The term racialization or racialized makes explicit the ways in which we are socialized todifferentiate groups of people on the basis of superficial physical characteristics where White isthe norm It emphasizes the active process of categorizing people while at the same time reject-ing ldquoracerdquo as a scientific category
Refugee Persons who have to flee their country because they have a ldquowell-foundedrdquo fear ofpersecution based on race religion nationality political opinion or membership in a particularsocial group
Religious discrimination Any institutional or individual practices that exclude and discriminateagainst a person because of their religion In Canada many workplaces do not provide equitablyfor all religions Recently the Supreme Court has ruled that employers must accommodate em-ployees whose religious observances are not recognized in the Christian-based statutory holidayssuch as Easter and Christmas Religious discrimination is often linked to other forms of discrimi-nation For example Irish Catholics were often marked by their class ethnic origins and lan-guage as well as their Catholicism Racialized Muslims often experience racism mixed withreligious discrimination
Sexism Systemic and individual practices that give men privilege make women subordinate andthat shame values identified with women
Social Location or Social Identity A personrsquos membership in a socially constructed groupThese groups are often identified according to superficial characteristics such as skin colourcountry of origin religious beliefs body form etc
Structural This approach to equity work believes that the thoughts and behaviors of the indi-vidual are created and guided by various social structures such as capitalism andor neo-liberal-ism and are therefore limited The focus for change is raising awareness of the limits and chal-lenging the structures
Systemic racism The conscious or unconscious policies procedures and practices that excludemarginalize and exploit racialized people Systemic racism is supported by institutional powerand by powerful ideas often unexamined ones which make racism look normal and justified Forexample institutions that do not have effective complaints procedures or performance appraisaland promotion processes that use equity competencies make it possible for individuals to beracist
44
Appe
ndic
es
45
Transgender person A person who is not comfortable with or who rejects some or all of thegender identity given to their biological sex This is an umbrella terms used to describe trans-sexuals transvestites or cross-dressers and intersex people
Transsexual Someone who has a very strong feeling that they are living in the wrong sex A maletranssexual needs to live as a woman and a female transsexual needs to live as a man Somebut not all transsexuals have surgery to reassign their sex Some have procedures to partiallyreassign their sex and some use hormone therapy A transsexual can be heterosexual homo-sexual or bisexualWhite Refers to people belonging to the dominant racial group enjoy skin privilege in NorthAmerica Australia New Zealand and anywhere European colonialism has created racial inequityThe term ldquoWhiterdquo is capitalized for different reasons than other racial designations ndash Aboriginaland Black The latter identities are claimed with pride in opposition to the names imposed bydominant White society One of the ways that racism operates is to leave the racial identity ofWhite people unidentified ldquoWhiterdquo is capitalized to interrupt the privilege of having Whitenessgo unnamed
White Supremacy A system based on assumption of the ldquorightness of Whitenessrdquo in whichpolitical economic and social systems result in White people having more privilege and powerthan racialized people
many of the terms in the glossary were adapted with permission from Dancing on Live Embers ChallengingRacism in Organization by Tina Lopes and Barb Thomas Toronto Between the Lines 2006
Appendices
Appendix G Focus Group Findings
The following points are the relevant themes that emerged from the focus groups The groups wereasked to answer the following questions
1 How well has your organization and the various sectors practiced an integrated approach to anti- oppression
bull overall feeling that most are doing pretty good workbull some feel frustrated that the policies etc are not fully put into practice by all staff at an
agencybull feeling that the work is silorsquod and separated ndash working on one oppression at a timebull that the work is framed from a white middle class perspectivebull the work is not happening fast or often enough ndash ie deaf woman services gaps and barriers
2 What are the effective practices in the various areas ie policies programming outreach training org development
bull be committed inventive constantly evolve vigilantbull open to change pushing for changebull inclusion at all levels of an organization working together on committees and groupsbull engage diversity responsive to different needs
3 Where are the challengesbull funding shortages piecemeal and targeted on specific groups onlybull lack of accountability lack of clear policies and proceduresbull lack of inclusivity and diversitybull lack of time to be together communicate etcworkloads of service providersbull silorsquod workbull systemic exclusion internal and societal institutions
4 Visions and suggestions for changebull core guidelines with key values ndash written down and put into practicebull accountability in staff and managementbull commitment from all levelsbull everyone open to challengebull look at themes not populationsbull community drivenbull training and toolsbull fully funded and supported by structures
5 Who would take up the facilitation of changebull not one personbull coalitionsbull community groupsbull all levels of organization including service users
46
Appe
ndic
es
Recommendation(s)
a Conduct a review of existing policies procedures and practices that organizations feel repre-sent their best efforts of an integrative anti-oppressive framework
b Working groups should be created to develop the most effective integrative policies andprograms The groups should include diverse members from different social locations com-munities and be representative of all levels of the organization including service users
c Organizations must support this work by allocating time personnel and resourcesd Organizations must demonstrate commitment to the work by reviewing all policies proce-
dures and programs through the lense of an integrative anti-oppressive frameworke A tool kit should include templates of policies and procedures to simplify the writing of work
done by the committeesworking groupf This work is not static and must be revisited regularly in order to incorporate new informa-
tiong Organizations should offer regular training and workshops on how to put an integrative anti-
oppression framework into practiceh Organizations must hold staff and volunteers accountable to adhering to agency practice by
offering training and supervision including key values in mandate and mission statementsand integrative anti-oppressive practices in personnel and volunteer policies
Focus group participants
The following organizations participated in focus groups in 2005-06 for the Integrative Anti-Oppression Project
Woman Abuse CouncilFCJ Refugee Centre519 Community CentreNelliersquosSpringtidersquos Women with Disabilities ProgramToronto Rape Crisis CentreMulticultural Women Against RapeCentral Neighbourhood HouseAccess Alliance Multicultural Community Health CentreA Commitment to Training and Employment for Women (ACTEW)Arab Community Centre of TorontoAssaulted Womenrsquos HelplineBarbara Schlifer Counselling ClinicBlack Creek Community Health CentreCentral Family IntakeErnestine Womenrsquos ShelterFamily Services AssociationFlemingdon Neighborhood ServicesKorean Canadian Womenrsquos Association
47
Appendices
Macaulay Child Development CentreSt Christopherrsquos HouseSt Joseph Womenrsquos Health CentreSt Michael HospitalStonegate Community Health CentreUrban Alliance on Race RelationsWomenrsquos Counselling Referral and Education CentreYorktown ShelterYWCA
48
Appendix H References
Dancing on Live Embers Challenging Racism in Organizations Tina Lopes and Barb Thomas Be-tween the Lines Toronto 2006
Campbell C (2003) Anti-oppressive social work Promoting equity and Social Justice Editor DrCarolyn Campbell Halifax Nova Scotia Dalhousie UniversityRetrieved Jan 22 2008httpaoswsocialworkdalcawhatisaoswhtml
Roundtable on Anti-Oppression Politics in Anti-Capitalist Movements Edited by Sharmeen Khan ndashparticipants in the roundtable Kirat Kaur Junie Deacutesil Gary KinsmanRetrieved Jan 22 2008httpuppingtheantiorgnode1380
Williams C (2003) ldquoSeeking Cultural Competence What Is It How Do You Develop It and How DoYou Know When Yoursquove Got Itrdquo In WShera (Ed) Emerging Perspectives on Anti-Oppressive Practice(pp 265 - 278) Toronto Canadian Scholarsrsquo Press Inc
- Front Page1-1
- ManualModEN2
- ManualModEN3
- ManualModENCon
-
Appe
ndic
es
Report of recommendations
noitadnemmoceR siohWelbisnopser
enilemiT
31
Appendices
Appendix B Sample Terms of Reference ndash Policy Review Committee
PreambleINSERT YOUR ORGANIZATION NAME is committed to applying an integrated anti-oppression frame-work to all undertakings of the organization To that end the organization will ensure that all poli-cies will be regularly reviewed and updated to reflect an integrated anti-oppression perspective
MandateThe mandate of the Policy Review Committee is to review the policies listed below with the objectiveof providing the organization with feedback and recommendations as to how the policies can betterreflect an integrated anti-oppression analysis The committee may also recommend the deletion oraddition of policies in this process
Type of Committee
The Policy Review Committee is a short term project based committee composed of communitymembers from the service area of YOUR ORGANIZATION NAME and frontline staff managementvolunteers Board and people who have accessed our service
Composition
Members should self-identify in one or more of the following waysbull racialized or aboriginalbull people who have little or no decision making power in the organization including service usersbull members of a marginalized groupbull representative of the demographic of organizationrsquos community
Timeline
The committee will complete the said work in a period of not longer than INSERT DATE HERE (3months from the start date of the review)
Deliverables Recommendations Report
Scope
Committee members shall have access to the policies of the organization mission statement by-laws salary grids collective agreements board meeting minutes complaints received strategicplan and all other relevant documents with the exception of the followingbull personnel filesbull in-camera Board meeting minutesbull client filesbull private legal material
32
Appe
ndic
es
Appendix C Sample Conflict Resolution Guidelines ndash Policy ReviewCommittee
PrinciplesIt is in places of conflict that the potential for change exists Conflicting ideas beliefs and valueswill ensure a rich dialogue and essential learning opportunities for everyone Committee membersare charged with reminding themselves that the committee exists in the service of the organizationwith the ultimate goal of better serving the community Each person on the committee has theresponsibility to deal directly with each other and commit to engaging with each other as allies inthis work
The organization will endeavor to assemble the relevant material that will be useful in meeting theobjectives of the committee prior to the beginning of the project and will ensure that any relevantmaterials will be delivered to the committee as quickly as possible
The decisions and recommendations of the committee do not bind the organization into action TheBoard of Directors andor Executive Director of the organization will review the recommendations ofthe committee and ultimately decide what can be instituted
Budget and Additional Resources
The Policy Review Committee has a budget of $$$$$ The budget will cover the committee costs- member expenses childcare travel long distance calls honorarium- meeting expenses accessible meeting room refreshments conference calls- accessibility expenses ASL interpretation note taking attendant care- supplies photocopying office supplies
Staff resource- maintain minutes and discussion notes for the committee- retrieve documents that the committee requires- assist in organizing meetings and refreshments for meetings
Meetings
Meetings will be held at an accessible meeting space ndash onsite at the organization if possible
The committee is responsible to elect co-chairpersons during the first committee meetingThe responsibilities of the co-chairs in consultation with the whole committee are tobull organize meetingsbull develop the agendabull organize committee communicationbull keep committee members on taskbull organize the completion of the final reportbull maintain communication with the organization including updates requests concerns etc
33
Appendices
34
Remember that resolving conflict does not necessarily mean that a person will change their view-point or opinion A resolution of conflict implies that each party has had the opportunity to sharetheir perspective be heard have opportunity for discussion and then have closure
How we deal with our colleagues when we have a different opinion or viewpoint can either open usup to new learning or shut us down The following are some key points to keep in mind
i Recognize that conflict is a healthy part of communication if all parties understand theirresponsibilities in the process
ii Parties should approach the process with the idea of creating a learning environmentiii Parties should be prepared to listen to each other ndash that is really listen without interrupt-
ing or preparing your argument in your headiv If you are challenging a statement made by another person ndash it is important to state
concisely where you believe the problem lies and if it furthers the learning moment tostate the impact on yourself
v Do not belabor the point or make comments about the otherrsquos motivation for the state-ment (ie They are ignorant bigoted etc)
vi The person who has been challenged should take away the information to think aboutwhere their learning lies ndash the statement back to the challenger should include how youwill approach the information that was shared with you from the other person
vii If you do not agree with the challengerrsquos view ndash further dialogue may be necessaryviii State your own view and where you believe the problem liesix Each person is responsible to think critically about the otherrsquos view with a goal of finding
common ground andor compromise andor the decision to agree to disagree ndash which isallowing space for differing points of view
x It is important that both parties do not disengage from the process by complaining orexpressing dissatisfaction about the other person to other people ndash that kind of behaviorlowers the integrity of the process and the party who engages in it
xi Try to understand each otherrsquos perspective without judging the person or making assump-tions about each other
Co-chairs responsibilitiesbull reminding members of the guidelines of conflict resolutionbull arranging time in the agenda to address conflict in the groupbull mediating conversations between the parties in conflictbull negotiating resolutionbull If the conflict is in regards to making a decision The co-chairs should refer to the decision
making guidelines
The guidelines presented above should not be used in situation of discrimination and abuse Inthose situations the committee should follow the procedures in the organizations anti-discriminationor anti-harassment policies
Appe
ndic
es
35
snoitpO snosaeRstifeneBrof
snosaeRsmelborPtsniagA
puorGnoisiceD
rofsnosaeRnoisiceD
Appendix D Sample Decision Making Chart ndash Policy Review Committee
Appendices
36
App
endi
x E
Fra
mew
ork
for p
olic
y re
view
and
dev
elop
men
t
We
deve
lope
d th
is fr
amew
ork
duri
ng th
e fir
st p
hase
of t
his
proj
ect
Its
purp
ose
is to
hel
p or
gani
zatio
ns u
se a
n in
tegr
ated
ant
i-opp
ress
ion
fram
ewor
k ap
proa
ch w
hen
revi
ewin
g an
d de
velo
ping
pol
icie
s
NOITSE
UQ
EG
NELLAH
CES
NOPSE
R
esoprupeht
sitah
Wrodna
ycilopsiht
foerudecorp
erusneotyrassecen
siycilop
aneh
wwonk
ottluciffid
ebn ac
tIruoy
tahterusne
otdna
seicilopyna
moot
gnitaercton
erauoy
ehtgniyfitnedI
stnemetats
gnitcilfnocgnika
mton
e raseicilop
edivorpsalle
wsa
sllaftipeseht
diovapleh
nacesoprup
otyrassecen
eblliw
serudecorptah
wdna
wohot
sanoi tcerid
esoprupeht
teem
bull bull bull bull
ycilopeht
rofelanoitar
ehtedivorP
tnetniytiuqe
ehtyfitnedi
ylraelCseitilibisnopser
evitalsigelyfitnedI
)s(ycilopetairporppa
ehtot
serudecorpkniL
tifycilop
ehtseo
Dycnega
ehtnihti
wnoissi
metad nam
rodnatne
metatsseulav
fotne
metatssfeileb
dna
woH
dnaetadna
mrieht
eniltuotaht
stnemetats
evahseicnega
ynaM
roFetadna
meht
teemlli
wyeht
wohtuoba
sfeilebrieht
elpmaxe
nasi
nemo
wllatsniaga
ecneloivlladne
otelpmaxe
er usneneht
tsum
wolloftaht
seiciloPtne
metatsnoissi
ma
fotsniaga
ecneloivgnitauteprep
tonsi
noitazinagroeht
tahtnoisserppo
ronoisulcxe
fomrof
ehtni
nemo
w
bull bull bull bull bull
fotne
metatsstnemucod
tnavelerllaweiveR
ctetnemetats
noissimetadna
msfeilebeht
stroppusycilop
ehtfi
enimrete
Detadna
mnoissim
seitiugibma
ehtyfitnedI
seulaveht
htiw
st sartnocycilop
ehtfi
enimrete
Dnoitazinagro
ehtfo
ycilopeht
oteka
mnac
uoysegnahc
ehtyfitnedI
tievorp
miot
tifyc ilop
ehtseo
Deht
htiw
snoitazinagronoitisoplacitilop
wo
H
tahtnoitisop
nasitrapa
naem
tonseod
noitisoplacitilopA
ynamrehtaR
ytraplacitilopralucitrap
astroppus
seussiralucitrap
nosnoitisopdepoleved
evahsnoitazinagro
noitazinagrotsini
mefa
ebya
mnoitazinagro
ruoyelp
maxeroF
dluow
serudecorpdna
seicilopruoy
noitazinagrotsini
mefa
sAytiuqe
yapeikro
wemarf
ytilauqesna
mow
awollof
ctestifenebrevigeracyli
mafdednapxe
bull bull
snoitisoplanoitazinagroeht
ssucsiddna
yfitnedItub
nettirwnu
erataht
seussilaicosgnidrager
esohtfo
emoS
noitazinagroruoy
nihtiw
tsixeyap
msireetnulovsvrobal
diapedulcniya
mcteseussi
htlaehlatnemytiuqe
-tne
metatsfeileb
aot
snoitisopetairporppa
ddAtsixe
tonseod
enofi
enoetaerc
ro
Appe
ndic
es
37
NOITSE
UQ
EG
NELLAH
CES
NOPSE
R
teem
ycilopeht
seoD
sdradnatsmu
minim
noitalsigelrobal
fosthgir
namuh
ycavirpnoitalsigelrednufnoit alsigel
dnastne
meergalautcartnoc
rehtostne
meerga
mehtdeecxe
tiseo
D
lautcartnocdna
evitalsigeltee
mylraelc
dluohsseiciloP
nettirw
si)noitalsigel
ytiuqeneve(
noitalsigeLseitilibisnopser
ehtno
desabsi
tahtkro
wemarf
erutluctnani
moda
morfeht
tcetorpot
keesyehT
spuorgsuonego
mohfo
noitpmussa
elpoepfo
sthgireht
ecnavdatonelpoep
dezilanigram
fosthgir
dnoyebog
dluohsseicilopkro
wemarflanoitcesretni
naylppa
oTsdradnatsla
minim
bull bull bull bull
snoitazinagroeht
dnatsrednudna
weiveR
waleht
rednuseitilibisnopser
seitilibisnopserdnatsrednu
dnastcartnoc
weiveRstcartnoc
fos
mreteht
rednullaf
snoitatcepxemu
minim
ehtereh
wyfitnedI
sseccaot
tnemevorp
midna
tnemecnavda
fot rohs
ytiuqedna
lauqetroppus
nacnoitazinagro
ruoysya
wyfitnedI
ytinutroppo
sihtseod
woH
erudecorpycilopeht
tc apmi
snoitazinagrotegdub
fI
mehttne
melpmi
ottcap
miyrategdub
evahod
seicilopyna
Mot
elbissopmi
emoceblli
wycilop
ehtdezingocer
tonsi
sihttub
ycilopdab
asi
tiesuaceb
ton-
dedracsideb
dnawollof
rofdetnuocca
tonere
wnoitatne
melpmi
fostsoc
ehtesuaceb
bull bull bull bull
htiw
detaicossastsoc
ehtllayfitnedI
ycilopeht
fonoitatne
melpmi
ralugerfo
trapera
stsoceht
erehw
yfitnedIedulcni
dluow
reganam
foyralaSei
-ssenisub
noisivrepusffats
stsoclanoitiddayfitne dI
ylgnidroccategduB
otelbisnopser
sioh
Wsi
ycilopsiht
erusnedna
dootsrednudecrofne
elbisnopsersi
ohw
etatsylraelc
tsum
serudecorpdna
seiciloPhcaEssenevitceffe
gnitaulavedna
gnirotinomtuo
gniyrracrof
detatsylraelc
e bdluohs
elorsnosrep
bull bull
diapnudna
diapfo
selorsuoirav
ehtyfitnedI
noitazinagroeht
fosreb
mem
ehttuo
yrraclliw
ohw
srebme
meht
yfitnedIsreb
mem
ehtetaulave
dnaesivrepusserudecorp
ycilopeht
etaulavedna
weiveretaerc
Appendices
38
NOIT
SE
UQ
EG
NELL
AH
CE
SN
OP
SE
R
eht
sita
hW
rof
msina
hcem
lacitirctnial
pm
ockca
bdeef
tegtaht
stnemucod
gnivileb
dluohsserudecorp
dnaseiciloP
ottnatrop
misi
tieroferehT
sevorpmi
gninraelruo
saretteb
rokcabdeef
edivorpnac
detceffaesoht
wohetats
yl raelcro
elbaeganamnu
evitceffenievorp
yehtneh
wfinialp
mocevisserppo
bull bull bull
seifitnediylraelc
tahtycilop
stnialpmoc
aetaer
Csreb
mem
diapnudna
diaprof
ssecorpeht
srebme
mytinu
mmoc
dnastneilcsresu
ecivrestI
elbisseccas i
ssecorpstnialp
moceht
erusnEyllacisyhp
nacsklof
erehw
decalpeb
dluohselbissecca
tnereffidni
dereffodna
tissecca
nialpraelc
ninettir
web
osladluohs
tIsta
mrofelpoep
ybdessecca
ebnac
titaht
osegaugnal
slevelycaretil
suoir avhti
wycilop
ehtrof
kcabdeefrof
ssecorpeht
yfitnedI
weiver
eb
ycilo
pe
htlli
ww
oH
otdetaci
nu
mm
oce
blli
wo
hw
eso
ht ti
yb
detceffa
ehtyb
detceffeesoht
llaot
tnediveeb
dluohscorpseiciloP
tnatropmi
sinoitacinu
mmoc
fonalp
agnitaer
Cse
moctuobull bull bull bull bull bull
elbisnopsereb
lliw
ohw
elpoepeht
folla
yfitnedIeb
lliw
ohw
esohtdna
noitatnemelp
mirof
noitatnem elp
mieht
ybdetcap
misdnik
tnereffideht
sseccafo
stniopeht
yfitnedIyrassecen
sseccafo
sepytdna
noitatnemelp
mirof
elbisnopseresoht
llaerusnE
seitilibisnopserrieht
tuobaraelc
eraot
ycilopetacinu
mmoc
otnalp
ehtyfitnedI
s rebme
mytinu
mmoc
dnastneilcsresu
ecivresrehto
dnaegaugnal
ycaretilsserdd
Aseussi
ytilibisseccaseussi
eseh tsserdda
otnalp
aetaer
C
Appe
ndic
es
39
NOITSE
UQ
EG
NELLAH
CES
NOPSE
R
weivereht
sitah
Weludehcs
ehtodlli
woh
W
weiver
deweiver
ebdluohs
stnemucod
gnivilsa
serudecorpdna
seiciloPdluohs
ssecorpehT
tnemevorp
mirof
yltnetsisnocdna
ylralugernI
kcabdeefrof
ytinutroppoedivorp
otsa
oseludehcs
aedulcni
dnaseicilop
ehtyb
detceffaesohtlla
morftupni
tegot
redrotahtnesohc
rodetov
ebdluohs
sreweiver
fomaet
aserudecorp
sevitcepsrepfo
esabdaorb
atneserper
bull bull bull
roylraey-
seicilopfo
weiverrof
enile
mita
teSylraey-ib
ebdluohs
tahtspuorg
redlohekatseht
yfitnedIytisrevid
otnoitnetta
htiw
weivereht
nidevlovni
dnassenevitceffe
ehtssessa
otsloot
edivorPycilop
hcaefo
ytiuqe
ycilopsiht
seoD
egnellahclahcrairtap
laicosevisserppo
wo
Hs
mron
gnignellahcflesti
nisi
krowe
marfdetargetni
nagniylppA
neebevah
sufo
ynam
sareve
woHs
mronerutluc
tnanimod
morftrats
dluohse
wsdradnats
naciremA
htroN
ybdenoitidnoc
nide
marfeblli
wserudecorp
dnaseicilop
ruotaht
esimerp
ehtksa
otevah
ew
eroferehTsfeileb
dnaseulav
erutluctnani
modgnidlohpu
tonera
ew
erusnetaht
snoitseuqfo
seiresa
sevle sruonoisserppo
fos
metsysdehcnertne
bull bull bull bull bull bull bull
noisserppodna
yhcrairtapfo
seussieht
yfitnedIycilop
hcaeni
tnerehninihti
wseussi
esehtegnellahc
otwoh
ezigetartSnoitazinagro
ruoygnika
mnoisiced
ehtni
ycnerapsnarteht
weiveRsessecorp
seodtah
Weisevlesruoyrof
snoitseuqetaerC
noitazinagroruo
niekil
koolre
wopycilop
ehtmorf
stifeneboh
wyfitnedI
revore
wopa
dlohpuseicilop
hcihw
enimrete
Dkro
wemarf
emit-lluf
derihsteg
ohWei
-snoitseuq
ksAsi
erehW
denimreted
sihtsi
woH
emit-trap
senimreted
ohW
tegdubeht
nitneps
yenom
seitiroirp
Appendices
40
NOITSE
UQ
EG
NELLAH
CES
NOPSE
R
ehteblli
wtah
Wno
tcapmilaitnereffid
spuorgdezilanigra
m
dnatsrednuot
tnatropmi
sitI
emas
ehtnae
mton
seodlauqEyfitnedi
otspuorg
tnereffidno
seicilopfo
stcapmi
suoiraveht
foytilibissecca
troppusot
wohdna
eilsreirrab
ehtereh
wspuorg
suoiravrof
secivresdna
tnemyolp
me
bull bull bull bull
fos
mitcivera
ohw
elpoepfo
spuorgyfitnedI
noisserppoci
metsysspuorg
suoiravno
stcapmi
ehtyfitnedI
dnaytiuqe
ecnavdataht
stcapmi
hsiugnitsiD
tonod
tahtesoht
sseccaot
sreirrabegnahc
otsya
wezigetartS
ycilopehtlli
wwo
Hnoisserppo
egnellahcnoisserppo
cimetsys
rofseicilop
weiveR bullmsicar
bullaibohpo
mohmsixesoreteh
bullmsielba
bullmsiega
bullmsixes
bullmsirtneconhte
bullmsissalc
bullmsiti
mes-itnabull
msibarA-itnabull
noitanimircsid
suoigilerbull
msilainoloc
bull bull bull
tsrifnretse
wa
sahycilop
ehtfi
enimrete
D
weivdlro
wtuoba
noitpmussa
narof
ycilopeht
ssessAnoitautis
cimonoce-oicos
dnaegaugnalytilibafo
secnereferrof
egaugnaleht
weiveRsnoitp
mussasuoigilernoitazinoloc
Appe
ndic
es
Appendix F Glossary of Anti-Oppression Terms
Ableism Prejudice and discrimination against people living with mental emotional and physicaldisabilities or differences People living with disabilities experience this discrimination segrega-tion and isolation because of peoplersquos prejudices and institutional barriers not because of thedisability or difference itself Deaf Deafened and Hard of hearing people historically have experi-enced systemic ableist oppression as well
Anti-Semitism Discrimination or violence against Jews Judaism and the cultural intellectualand religious heritage of Jewish people The word Semite literally refers to ldquoany of the peoplessupposed to be descended from Shem son of Noah especially the Jews Arabs Assyrians andPhoeniciansrdquo However Anti-Semitism is mostly used to refer to prejudice discrimination andviolence directed at Jews
Class Economic and social groups People in the higher classes make decisions about theeconomy while other people work for wages or are kept out of the economy The things that markdifferences between classes include peoplersquos ability to meet their basic needs their level ofincome wealth and formal education and their connections with people and institutions thathave influence and power In the current economic structure rich people got their wealth bytaking advantage of people at the bottom and middle of the class structure
Classism Any practices and beliefs that judge and value people according to their social class orthe social class that other people assume they belong to Most workplaces use classist languagethat reflects and reinforces the social hierarchy For example they undervalue the work of sup-port staff and decisions do not include the knowledge and opinions of these workers
Colonialism When a foreign power dominates and exploits an indigenous group by taking theirland and resources and using them as cheap labor in order to make money It also means spe-cific era between the 1700s and 1900s when European countries expanded into the Americasand countries of the global South In Europe people justified these practices using racial doc-trines These ideas about hierarchies of race are still widespread Uncovering and challengingthe ideas and ongoing practices of colonialism are important parts of racial equity work
Culture The collective experience beliefs values knowledge economy and ways of life of agroup of people who share past or current experiences Culture changes constantly it is notstatic Every culture is shaped by the land and spaces people inhabit together Individual andgroup culture can also be shaped by language religion racialization gender experiences ofmigration and immigration social class political affiliation family influences age sexual orien-tation geographic origin ethnicity experiences of discrimination or lack of discrimination andexperiences fighting oppression
Disenfranchised Not having full rights as a citizen or not being able to fully participate as amember of the community
41
Appendices
Dominant Culture The beliefs values and judgments of groups with social power The dominantculture is created and maintained by people in the dominant social group People who do notbelong to the dominant group often believe that these values beliefs and judgments are trueinstead of seeing how they reflect the interests of people in power
Dominant group People whose social identity gives them power and privilege In most parts ofCanada dominant identities are White male English-speaking heterosexual able-bodied Chris-tian affluent and middle class thirty to sixty-five years of age university educated from centralCanada Many people have one or more dominant identities
Equity Peoplersquos rights as individuals or members of a group to an equitable share of theresources and influence in society Equity work analyses and challenges unfair systems andpractices and works towards creating outcomes and access that benefit people equally
Exploitation Taking unfair advantage of a person or a group for onersquos own gain or advantageExploitation can be systematic or individual
First Nations A term that reflects the process some Aboriginal peoples in Canada have used toname themselves The word ldquofirstrdquo recognizes the fact that Aboriginal peoples are the originalinhabitants of what is now called Canada The word ldquonationrdquo stresses the fact that Aboriginalpeoples are political collectives who had their own forms of government before Europeans beganto settle here Many First Nations peoples are fighting to re-establish that sovereigntybull The term also refers to a group of Aboriginal people who were previously called a ldquoBandrdquo by
the Department of Indian Affairsbull ldquoFirst Nationrdquo can also mean a group or several groups of Aboriginal people who have the
same ethno-cultural background
Gender identity Features that are tied to how an individual thinks of themselves as a man or awoman A personrsquos gender identity may not be the same as their biological sex
Gender roles The culturally specific behaviors and appearances constructed by a culture todefine what is expected of women and men The expectations of femininity and masculinity areimposed on individuals according to their biological sex
Harassment Persistent ongoing behavior conveying negative attitudes towards an individual orgroup to make them feel intimidated and humiliated Harassment is an exercise of power Itincludes any action that a person knows or should know is not welcome Harassment includesname-calling jokes slurs graffiti insults threats rudeness and crude gestures verbal or physi-cal abuse Human Rights Codes in most provinces prohibit harassment based on race religionsex ethnicity and the other prohibited grounds for discrimination
Heterosexism All practices that convey the message that heterosexuals are better than otherpeople including the assumption that everyone is or must be heterosexual It operates like otherforms of prejudice and discrimination giving privilege and rights to members of the dominantgroupndashheterosexualsndashand not to gay or lesbian people
42
Appe
ndic
es
Hierarchy A system that gives individuals or groups different positions and power People andgroups with a higher rank have more power resources and value than individuals or groups witha lower rank For example in a patriarchy men are given more value than women
Immigrants People who have arrived and settled in Canada in their lifetime Sometimes peopleuse the word incorrectly to refer to Canadian-born racialized people because they assume thatall racialized people were born elsewhere
Inclusive Making sure that all members of the community are represented or involved in allaspects of the community
Integrated Combining information and values from a variety of people and sources in order toget a fuller result that is more inclusive
Islamaphobia The systemic ways and individual practices of racism that target Arab people andhave particular impact on them Some examples include negative stereotyping of Muslim peopledepicting Islam as essentially violent and fundamentalist assuming that all Arabs are Muslimand all Muslims are Arabs
Landed immigrant Persons with legal status who are permanent residents of Canada ratherthan visitors refugee claimants temporary workers or citizens
Marginalization A process that keeps groups or individual from having access to all or part ofthe resources and activities of the community
Oppression When one social group takes advantage of another social group either knowinglyor unconsciously Oppression gives the dominant group privilege and marginalizes anddisenfranchises the subordinated group The dominant social group can use force or social insti-tutions and resources to achieve oppression After a time individual members of the dominantgroup do not need to do anything and unequal treatment becomes so much a part of the socialinstitutions and structures that it seems normal
People of colour Any person who is not White or Aboriginal This term was first adopted in theUnited States by racialized people who were trying to name themselves with a positive identityrather than as ldquonon-whitesrdquo ldquocolouredrdquo ldquoethnicsrdquo or ldquovisible minoritiesrdquo
Privilege Unearned power that gives members of the dominant group economic social andpolitical advantages Privilege also means rights that everyone should have but that are deniedto some people
Racism Any aspect of Canadian society that openly or subtly makes White people and Whitenessnormal and valuable while making racialized communities invisible or devaluing stereotypingand labeling people of colour as ldquoothersrdquo who are different or inferior
43
Appendices
Individual racism The beliefs attitudes and actions of individuals that support or maintainracism Individual racism can be conscious or unconscious It can be active or passive
Institutional racism The network of structures policies and practices in systems and institutionsthat give White people advantages and that discriminate oppress and disadvantage racializedpeople
RacializationRacialized Racial identities are not fixed categories They are shaped by historynationality gender class and identity politics Racial designations often differ from country tocountry The term racialization or racialized makes explicit the ways in which we are socialized todifferentiate groups of people on the basis of superficial physical characteristics where White isthe norm It emphasizes the active process of categorizing people while at the same time reject-ing ldquoracerdquo as a scientific category
Refugee Persons who have to flee their country because they have a ldquowell-foundedrdquo fear ofpersecution based on race religion nationality political opinion or membership in a particularsocial group
Religious discrimination Any institutional or individual practices that exclude and discriminateagainst a person because of their religion In Canada many workplaces do not provide equitablyfor all religions Recently the Supreme Court has ruled that employers must accommodate em-ployees whose religious observances are not recognized in the Christian-based statutory holidayssuch as Easter and Christmas Religious discrimination is often linked to other forms of discrimi-nation For example Irish Catholics were often marked by their class ethnic origins and lan-guage as well as their Catholicism Racialized Muslims often experience racism mixed withreligious discrimination
Sexism Systemic and individual practices that give men privilege make women subordinate andthat shame values identified with women
Social Location or Social Identity A personrsquos membership in a socially constructed groupThese groups are often identified according to superficial characteristics such as skin colourcountry of origin religious beliefs body form etc
Structural This approach to equity work believes that the thoughts and behaviors of the indi-vidual are created and guided by various social structures such as capitalism andor neo-liberal-ism and are therefore limited The focus for change is raising awareness of the limits and chal-lenging the structures
Systemic racism The conscious or unconscious policies procedures and practices that excludemarginalize and exploit racialized people Systemic racism is supported by institutional powerand by powerful ideas often unexamined ones which make racism look normal and justified Forexample institutions that do not have effective complaints procedures or performance appraisaland promotion processes that use equity competencies make it possible for individuals to beracist
44
Appe
ndic
es
45
Transgender person A person who is not comfortable with or who rejects some or all of thegender identity given to their biological sex This is an umbrella terms used to describe trans-sexuals transvestites or cross-dressers and intersex people
Transsexual Someone who has a very strong feeling that they are living in the wrong sex A maletranssexual needs to live as a woman and a female transsexual needs to live as a man Somebut not all transsexuals have surgery to reassign their sex Some have procedures to partiallyreassign their sex and some use hormone therapy A transsexual can be heterosexual homo-sexual or bisexualWhite Refers to people belonging to the dominant racial group enjoy skin privilege in NorthAmerica Australia New Zealand and anywhere European colonialism has created racial inequityThe term ldquoWhiterdquo is capitalized for different reasons than other racial designations ndash Aboriginaland Black The latter identities are claimed with pride in opposition to the names imposed bydominant White society One of the ways that racism operates is to leave the racial identity ofWhite people unidentified ldquoWhiterdquo is capitalized to interrupt the privilege of having Whitenessgo unnamed
White Supremacy A system based on assumption of the ldquorightness of Whitenessrdquo in whichpolitical economic and social systems result in White people having more privilege and powerthan racialized people
many of the terms in the glossary were adapted with permission from Dancing on Live Embers ChallengingRacism in Organization by Tina Lopes and Barb Thomas Toronto Between the Lines 2006
Appendices
Appendix G Focus Group Findings
The following points are the relevant themes that emerged from the focus groups The groups wereasked to answer the following questions
1 How well has your organization and the various sectors practiced an integrated approach to anti- oppression
bull overall feeling that most are doing pretty good workbull some feel frustrated that the policies etc are not fully put into practice by all staff at an
agencybull feeling that the work is silorsquod and separated ndash working on one oppression at a timebull that the work is framed from a white middle class perspectivebull the work is not happening fast or often enough ndash ie deaf woman services gaps and barriers
2 What are the effective practices in the various areas ie policies programming outreach training org development
bull be committed inventive constantly evolve vigilantbull open to change pushing for changebull inclusion at all levels of an organization working together on committees and groupsbull engage diversity responsive to different needs
3 Where are the challengesbull funding shortages piecemeal and targeted on specific groups onlybull lack of accountability lack of clear policies and proceduresbull lack of inclusivity and diversitybull lack of time to be together communicate etcworkloads of service providersbull silorsquod workbull systemic exclusion internal and societal institutions
4 Visions and suggestions for changebull core guidelines with key values ndash written down and put into practicebull accountability in staff and managementbull commitment from all levelsbull everyone open to challengebull look at themes not populationsbull community drivenbull training and toolsbull fully funded and supported by structures
5 Who would take up the facilitation of changebull not one personbull coalitionsbull community groupsbull all levels of organization including service users
46
Appe
ndic
es
Recommendation(s)
a Conduct a review of existing policies procedures and practices that organizations feel repre-sent their best efforts of an integrative anti-oppressive framework
b Working groups should be created to develop the most effective integrative policies andprograms The groups should include diverse members from different social locations com-munities and be representative of all levels of the organization including service users
c Organizations must support this work by allocating time personnel and resourcesd Organizations must demonstrate commitment to the work by reviewing all policies proce-
dures and programs through the lense of an integrative anti-oppressive frameworke A tool kit should include templates of policies and procedures to simplify the writing of work
done by the committeesworking groupf This work is not static and must be revisited regularly in order to incorporate new informa-
tiong Organizations should offer regular training and workshops on how to put an integrative anti-
oppression framework into practiceh Organizations must hold staff and volunteers accountable to adhering to agency practice by
offering training and supervision including key values in mandate and mission statementsand integrative anti-oppressive practices in personnel and volunteer policies
Focus group participants
The following organizations participated in focus groups in 2005-06 for the Integrative Anti-Oppression Project
Woman Abuse CouncilFCJ Refugee Centre519 Community CentreNelliersquosSpringtidersquos Women with Disabilities ProgramToronto Rape Crisis CentreMulticultural Women Against RapeCentral Neighbourhood HouseAccess Alliance Multicultural Community Health CentreA Commitment to Training and Employment for Women (ACTEW)Arab Community Centre of TorontoAssaulted Womenrsquos HelplineBarbara Schlifer Counselling ClinicBlack Creek Community Health CentreCentral Family IntakeErnestine Womenrsquos ShelterFamily Services AssociationFlemingdon Neighborhood ServicesKorean Canadian Womenrsquos Association
47
Appendices
Macaulay Child Development CentreSt Christopherrsquos HouseSt Joseph Womenrsquos Health CentreSt Michael HospitalStonegate Community Health CentreUrban Alliance on Race RelationsWomenrsquos Counselling Referral and Education CentreYorktown ShelterYWCA
48
Appendix H References
Dancing on Live Embers Challenging Racism in Organizations Tina Lopes and Barb Thomas Be-tween the Lines Toronto 2006
Campbell C (2003) Anti-oppressive social work Promoting equity and Social Justice Editor DrCarolyn Campbell Halifax Nova Scotia Dalhousie UniversityRetrieved Jan 22 2008httpaoswsocialworkdalcawhatisaoswhtml
Roundtable on Anti-Oppression Politics in Anti-Capitalist Movements Edited by Sharmeen Khan ndashparticipants in the roundtable Kirat Kaur Junie Deacutesil Gary KinsmanRetrieved Jan 22 2008httpuppingtheantiorgnode1380
Williams C (2003) ldquoSeeking Cultural Competence What Is It How Do You Develop It and How DoYou Know When Yoursquove Got Itrdquo In WShera (Ed) Emerging Perspectives on Anti-Oppressive Practice(pp 265 - 278) Toronto Canadian Scholarsrsquo Press Inc
- Front Page1-1
- ManualModEN2
- ManualModEN3
- ManualModENCon
-
Appendices
Appendix B Sample Terms of Reference ndash Policy Review Committee
PreambleINSERT YOUR ORGANIZATION NAME is committed to applying an integrated anti-oppression frame-work to all undertakings of the organization To that end the organization will ensure that all poli-cies will be regularly reviewed and updated to reflect an integrated anti-oppression perspective
MandateThe mandate of the Policy Review Committee is to review the policies listed below with the objectiveof providing the organization with feedback and recommendations as to how the policies can betterreflect an integrated anti-oppression analysis The committee may also recommend the deletion oraddition of policies in this process
Type of Committee
The Policy Review Committee is a short term project based committee composed of communitymembers from the service area of YOUR ORGANIZATION NAME and frontline staff managementvolunteers Board and people who have accessed our service
Composition
Members should self-identify in one or more of the following waysbull racialized or aboriginalbull people who have little or no decision making power in the organization including service usersbull members of a marginalized groupbull representative of the demographic of organizationrsquos community
Timeline
The committee will complete the said work in a period of not longer than INSERT DATE HERE (3months from the start date of the review)
Deliverables Recommendations Report
Scope
Committee members shall have access to the policies of the organization mission statement by-laws salary grids collective agreements board meeting minutes complaints received strategicplan and all other relevant documents with the exception of the followingbull personnel filesbull in-camera Board meeting minutesbull client filesbull private legal material
32
Appe
ndic
es
Appendix C Sample Conflict Resolution Guidelines ndash Policy ReviewCommittee
PrinciplesIt is in places of conflict that the potential for change exists Conflicting ideas beliefs and valueswill ensure a rich dialogue and essential learning opportunities for everyone Committee membersare charged with reminding themselves that the committee exists in the service of the organizationwith the ultimate goal of better serving the community Each person on the committee has theresponsibility to deal directly with each other and commit to engaging with each other as allies inthis work
The organization will endeavor to assemble the relevant material that will be useful in meeting theobjectives of the committee prior to the beginning of the project and will ensure that any relevantmaterials will be delivered to the committee as quickly as possible
The decisions and recommendations of the committee do not bind the organization into action TheBoard of Directors andor Executive Director of the organization will review the recommendations ofthe committee and ultimately decide what can be instituted
Budget and Additional Resources
The Policy Review Committee has a budget of $$$$$ The budget will cover the committee costs- member expenses childcare travel long distance calls honorarium- meeting expenses accessible meeting room refreshments conference calls- accessibility expenses ASL interpretation note taking attendant care- supplies photocopying office supplies
Staff resource- maintain minutes and discussion notes for the committee- retrieve documents that the committee requires- assist in organizing meetings and refreshments for meetings
Meetings
Meetings will be held at an accessible meeting space ndash onsite at the organization if possible
The committee is responsible to elect co-chairpersons during the first committee meetingThe responsibilities of the co-chairs in consultation with the whole committee are tobull organize meetingsbull develop the agendabull organize committee communicationbull keep committee members on taskbull organize the completion of the final reportbull maintain communication with the organization including updates requests concerns etc
33
Appendices
34
Remember that resolving conflict does not necessarily mean that a person will change their view-point or opinion A resolution of conflict implies that each party has had the opportunity to sharetheir perspective be heard have opportunity for discussion and then have closure
How we deal with our colleagues when we have a different opinion or viewpoint can either open usup to new learning or shut us down The following are some key points to keep in mind
i Recognize that conflict is a healthy part of communication if all parties understand theirresponsibilities in the process
ii Parties should approach the process with the idea of creating a learning environmentiii Parties should be prepared to listen to each other ndash that is really listen without interrupt-
ing or preparing your argument in your headiv If you are challenging a statement made by another person ndash it is important to state
concisely where you believe the problem lies and if it furthers the learning moment tostate the impact on yourself
v Do not belabor the point or make comments about the otherrsquos motivation for the state-ment (ie They are ignorant bigoted etc)
vi The person who has been challenged should take away the information to think aboutwhere their learning lies ndash the statement back to the challenger should include how youwill approach the information that was shared with you from the other person
vii If you do not agree with the challengerrsquos view ndash further dialogue may be necessaryviii State your own view and where you believe the problem liesix Each person is responsible to think critically about the otherrsquos view with a goal of finding
common ground andor compromise andor the decision to agree to disagree ndash which isallowing space for differing points of view
x It is important that both parties do not disengage from the process by complaining orexpressing dissatisfaction about the other person to other people ndash that kind of behaviorlowers the integrity of the process and the party who engages in it
xi Try to understand each otherrsquos perspective without judging the person or making assump-tions about each other
Co-chairs responsibilitiesbull reminding members of the guidelines of conflict resolutionbull arranging time in the agenda to address conflict in the groupbull mediating conversations between the parties in conflictbull negotiating resolutionbull If the conflict is in regards to making a decision The co-chairs should refer to the decision
making guidelines
The guidelines presented above should not be used in situation of discrimination and abuse Inthose situations the committee should follow the procedures in the organizations anti-discriminationor anti-harassment policies
Appe
ndic
es
35
snoitpO snosaeRstifeneBrof
snosaeRsmelborPtsniagA
puorGnoisiceD
rofsnosaeRnoisiceD
Appendix D Sample Decision Making Chart ndash Policy Review Committee
Appendices
36
App
endi
x E
Fra
mew
ork
for p
olic
y re
view
and
dev
elop
men
t
We
deve
lope
d th
is fr
amew
ork
duri
ng th
e fir
st p
hase
of t
his
proj
ect
Its
purp
ose
is to
hel
p or
gani
zatio
ns u
se a
n in
tegr
ated
ant
i-opp
ress
ion
fram
ewor
k ap
proa
ch w
hen
revi
ewin
g an
d de
velo
ping
pol
icie
s
NOITSE
UQ
EG
NELLAH
CES
NOPSE
R
esoprupeht
sitah
Wrodna
ycilopsiht
foerudecorp
erusneotyrassecen
siycilop
aneh
wwonk
ottluciffid
ebn ac
tIruoy
tahterusne
otdna
seicilopyna
moot
gnitaercton
erauoy
ehtgniyfitnedI
stnemetats
gnitcilfnocgnika
mton
e raseicilop
edivorpsalle
wsa
sllaftipeseht
diovapleh
nacesoprup
otyrassecen
eblliw
serudecorptah
wdna
wohot
sanoi tcerid
esoprupeht
teem
bull bull bull bull
ycilopeht
rofelanoitar
ehtedivorP
tnetniytiuqe
ehtyfitnedi
ylraelCseitilibisnopser
evitalsigelyfitnedI
)s(ycilopetairporppa
ehtot
serudecorpkniL
tifycilop
ehtseo
Dycnega
ehtnihti
wnoissi
metad nam
rodnatne
metatsseulav
fotne
metatssfeileb
dna
woH
dnaetadna
mrieht
eniltuotaht
stnemetats
evahseicnega
ynaM
roFetadna
meht
teemlli
wyeht
wohtuoba
sfeilebrieht
elpmaxe
nasi
nemo
wllatsniaga
ecneloivlladne
otelpmaxe
er usneneht
tsum
wolloftaht
seiciloPtne
metatsnoissi
ma
fotsniaga
ecneloivgnitauteprep
tonsi
noitazinagroeht
tahtnoisserppo
ronoisulcxe
fomrof
ehtni
nemo
w
bull bull bull bull bull
fotne
metatsstnemucod
tnavelerllaweiveR
ctetnemetats
noissimetadna
msfeilebeht
stroppusycilop
ehtfi
enimrete
Detadna
mnoissim
seitiugibma
ehtyfitnedI
seulaveht
htiw
st sartnocycilop
ehtfi
enimrete
Dnoitazinagro
ehtfo
ycilopeht
oteka
mnac
uoysegnahc
ehtyfitnedI
tievorp
miot
tifyc ilop
ehtseo
Deht
htiw
snoitazinagronoitisoplacitilop
wo
H
tahtnoitisop
nasitrapa
naem
tonseod
noitisoplacitilopA
ynamrehtaR
ytraplacitilopralucitrap
astroppus
seussiralucitrap
nosnoitisopdepoleved
evahsnoitazinagro
noitazinagrotsini
mefa
ebya
mnoitazinagro
ruoyelp
maxeroF
dluow
serudecorpdna
seicilopruoy
noitazinagrotsini
mefa
sAytiuqe
yapeikro
wemarf
ytilauqesna
mow
awollof
ctestifenebrevigeracyli
mafdednapxe
bull bull
snoitisoplanoitazinagroeht
ssucsiddna
yfitnedItub
nettirwnu
erataht
seussilaicosgnidrager
esohtfo
emoS
noitazinagroruoy
nihtiw
tsixeyap
msireetnulovsvrobal
diapedulcniya
mcteseussi
htlaehlatnemytiuqe
-tne
metatsfeileb
aot
snoitisopetairporppa
ddAtsixe
tonseod
enofi
enoetaerc
ro
Appe
ndic
es
37
NOITSE
UQ
EG
NELLAH
CES
NOPSE
R
teem
ycilopeht
seoD
sdradnatsmu
minim
noitalsigelrobal
fosthgir
namuh
ycavirpnoitalsigelrednufnoit alsigel
dnastne
meergalautcartnoc
rehtostne
meerga
mehtdeecxe
tiseo
D
lautcartnocdna
evitalsigeltee
mylraelc
dluohsseiciloP
nettirw
si)noitalsigel
ytiuqeneve(
noitalsigeLseitilibisnopser
ehtno
desabsi
tahtkro
wemarf
erutluctnani
moda
morfeht
tcetorpot
keesyehT
spuorgsuonego
mohfo
noitpmussa
elpoepfo
sthgireht
ecnavdatonelpoep
dezilanigram
fosthgir
dnoyebog
dluohsseicilopkro
wemarflanoitcesretni
naylppa
oTsdradnatsla
minim
bull bull bull bull
snoitazinagroeht
dnatsrednudna
weiveR
waleht
rednuseitilibisnopser
seitilibisnopserdnatsrednu
dnastcartnoc
weiveRstcartnoc
fos
mreteht
rednullaf
snoitatcepxemu
minim
ehtereh
wyfitnedI
sseccaot
tnemevorp
midna
tnemecnavda
fot rohs
ytiuqedna
lauqetroppus
nacnoitazinagro
ruoysya
wyfitnedI
ytinutroppo
sihtseod
woH
erudecorpycilopeht
tc apmi
snoitazinagrotegdub
fI
mehttne
melpmi
ottcap
miyrategdub
evahod
seicilopyna
Mot
elbissopmi
emoceblli
wycilop
ehtdezingocer
tonsi
sihttub
ycilopdab
asi
tiesuaceb
ton-
dedracsideb
dnawollof
rofdetnuocca
tonere
wnoitatne
melpmi
fostsoc
ehtesuaceb
bull bull bull bull
htiw
detaicossastsoc
ehtllayfitnedI
ycilopeht
fonoitatne
melpmi
ralugerfo
trapera
stsoceht
erehw
yfitnedIedulcni
dluow
reganam
foyralaSei
-ssenisub
noisivrepusffats
stsoclanoitiddayfitne dI
ylgnidroccategduB
otelbisnopser
sioh
Wsi
ycilopsiht
erusnedna
dootsrednudecrofne
elbisnopsersi
ohw
etatsylraelc
tsum
serudecorpdna
seiciloPhcaEssenevitceffe
gnitaulavedna
gnirotinomtuo
gniyrracrof
detatsylraelc
e bdluohs
elorsnosrep
bull bull
diapnudna
diapfo
selorsuoirav
ehtyfitnedI
noitazinagroeht
fosreb
mem
ehttuo
yrraclliw
ohw
srebme
meht
yfitnedIsreb
mem
ehtetaulave
dnaesivrepusserudecorp
ycilopeht
etaulavedna
weiveretaerc
Appendices
38
NOIT
SE
UQ
EG
NELL
AH
CE
SN
OP
SE
R
eht
sita
hW
rof
msina
hcem
lacitirctnial
pm
ockca
bdeef
tegtaht
stnemucod
gnivileb
dluohsserudecorp
dnaseiciloP
ottnatrop
misi
tieroferehT
sevorpmi
gninraelruo
saretteb
rokcabdeef
edivorpnac
detceffaesoht
wohetats
yl raelcro
elbaeganamnu
evitceffenievorp
yehtneh
wfinialp
mocevisserppo
bull bull bull
seifitnediylraelc
tahtycilop
stnialpmoc
aetaer
Csreb
mem
diapnudna
diaprof
ssecorpeht
srebme
mytinu
mmoc
dnastneilcsresu
ecivrestI
elbisseccas i
ssecorpstnialp
moceht
erusnEyllacisyhp
nacsklof
erehw
decalpeb
dluohselbissecca
tnereffidni
dereffodna
tissecca
nialpraelc
ninettir
web
osladluohs
tIsta
mrofelpoep
ybdessecca
ebnac
titaht
osegaugnal
slevelycaretil
suoir avhti
wycilop
ehtrof
kcabdeefrof
ssecorpeht
yfitnedI
weiver
eb
ycilo
pe
htlli
ww
oH
otdetaci
nu
mm
oce
blli
wo
hw
eso
ht ti
yb
detceffa
ehtyb
detceffeesoht
llaot
tnediveeb
dluohscorpseiciloP
tnatropmi
sinoitacinu
mmoc
fonalp
agnitaer
Cse
moctuobull bull bull bull bull bull
elbisnopsereb
lliw
ohw
elpoepeht
folla
yfitnedIeb
lliw
ohw
esohtdna
noitatnemelp
mirof
noitatnem elp
mieht
ybdetcap
misdnik
tnereffideht
sseccafo
stniopeht
yfitnedIyrassecen
sseccafo
sepytdna
noitatnemelp
mirof
elbisnopseresoht
llaerusnE
seitilibisnopserrieht
tuobaraelc
eraot
ycilopetacinu
mmoc
otnalp
ehtyfitnedI
s rebme
mytinu
mmoc
dnastneilcsresu
ecivresrehto
dnaegaugnal
ycaretilsserdd
Aseussi
ytilibisseccaseussi
eseh tsserdda
otnalp
aetaer
C
Appe
ndic
es
39
NOITSE
UQ
EG
NELLAH
CES
NOPSE
R
weivereht
sitah
Weludehcs
ehtodlli
woh
W
weiver
deweiver
ebdluohs
stnemucod
gnivilsa
serudecorpdna
seiciloPdluohs
ssecorpehT
tnemevorp
mirof
yltnetsisnocdna
ylralugernI
kcabdeefrof
ytinutroppoedivorp
otsa
oseludehcs
aedulcni
dnaseicilop
ehtyb
detceffaesohtlla
morftupni
tegot
redrotahtnesohc
rodetov
ebdluohs
sreweiver
fomaet
aserudecorp
sevitcepsrepfo
esabdaorb
atneserper
bull bull bull
roylraey-
seicilopfo
weiverrof
enile
mita
teSylraey-ib
ebdluohs
tahtspuorg
redlohekatseht
yfitnedIytisrevid
otnoitnetta
htiw
weivereht
nidevlovni
dnassenevitceffe
ehtssessa
otsloot
edivorPycilop
hcaefo
ytiuqe
ycilopsiht
seoD
egnellahclahcrairtap
laicosevisserppo
wo
Hs
mron
gnignellahcflesti
nisi
krowe
marfdetargetni
nagniylppA
neebevah
sufo
ynam
sareve
woHs
mronerutluc
tnanimod
morftrats
dluohse
wsdradnats
naciremA
htroN
ybdenoitidnoc
nide
marfeblli
wserudecorp
dnaseicilop
ruotaht
esimerp
ehtksa
otevah
ew
eroferehTsfeileb
dnaseulav
erutluctnani
modgnidlohpu
tonera
ew
erusnetaht
snoitseuqfo
seiresa
sevle sruonoisserppo
fos
metsysdehcnertne
bull bull bull bull bull bull bull
noisserppodna
yhcrairtapfo
seussieht
yfitnedIycilop
hcaeni
tnerehninihti
wseussi
esehtegnellahc
otwoh
ezigetartSnoitazinagro
ruoygnika
mnoisiced
ehtni
ycnerapsnarteht
weiveRsessecorp
seodtah
Weisevlesruoyrof
snoitseuqetaerC
noitazinagroruo
niekil
koolre
wopycilop
ehtmorf
stifeneboh
wyfitnedI
revore
wopa
dlohpuseicilop
hcihw
enimrete
Dkro
wemarf
emit-lluf
derihsteg
ohWei
-snoitseuq
ksAsi
erehW
denimreted
sihtsi
woH
emit-trap
senimreted
ohW
tegdubeht
nitneps
yenom
seitiroirp
Appendices
40
NOITSE
UQ
EG
NELLAH
CES
NOPSE
R
ehteblli
wtah
Wno
tcapmilaitnereffid
spuorgdezilanigra
m
dnatsrednuot
tnatropmi
sitI
emas
ehtnae
mton
seodlauqEyfitnedi
otspuorg
tnereffidno
seicilopfo
stcapmi
suoiraveht
foytilibissecca
troppusot
wohdna
eilsreirrab
ehtereh
wspuorg
suoiravrof
secivresdna
tnemyolp
me
bull bull bull bull
fos
mitcivera
ohw
elpoepfo
spuorgyfitnedI
noisserppoci
metsysspuorg
suoiravno
stcapmi
ehtyfitnedI
dnaytiuqe
ecnavdataht
stcapmi
hsiugnitsiD
tonod
tahtesoht
sseccaot
sreirrabegnahc
otsya
wezigetartS
ycilopehtlli
wwo
Hnoisserppo
egnellahcnoisserppo
cimetsys
rofseicilop
weiveR bullmsicar
bullaibohpo
mohmsixesoreteh
bullmsielba
bullmsiega
bullmsixes
bullmsirtneconhte
bullmsissalc
bullmsiti
mes-itnabull
msibarA-itnabull
noitanimircsid
suoigilerbull
msilainoloc
bull bull bull
tsrifnretse
wa
sahycilop
ehtfi
enimrete
D
weivdlro
wtuoba
noitpmussa
narof
ycilopeht
ssessAnoitautis
cimonoce-oicos
dnaegaugnalytilibafo
secnereferrof
egaugnaleht
weiveRsnoitp
mussasuoigilernoitazinoloc
Appe
ndic
es
Appendix F Glossary of Anti-Oppression Terms
Ableism Prejudice and discrimination against people living with mental emotional and physicaldisabilities or differences People living with disabilities experience this discrimination segrega-tion and isolation because of peoplersquos prejudices and institutional barriers not because of thedisability or difference itself Deaf Deafened and Hard of hearing people historically have experi-enced systemic ableist oppression as well
Anti-Semitism Discrimination or violence against Jews Judaism and the cultural intellectualand religious heritage of Jewish people The word Semite literally refers to ldquoany of the peoplessupposed to be descended from Shem son of Noah especially the Jews Arabs Assyrians andPhoeniciansrdquo However Anti-Semitism is mostly used to refer to prejudice discrimination andviolence directed at Jews
Class Economic and social groups People in the higher classes make decisions about theeconomy while other people work for wages or are kept out of the economy The things that markdifferences between classes include peoplersquos ability to meet their basic needs their level ofincome wealth and formal education and their connections with people and institutions thathave influence and power In the current economic structure rich people got their wealth bytaking advantage of people at the bottom and middle of the class structure
Classism Any practices and beliefs that judge and value people according to their social class orthe social class that other people assume they belong to Most workplaces use classist languagethat reflects and reinforces the social hierarchy For example they undervalue the work of sup-port staff and decisions do not include the knowledge and opinions of these workers
Colonialism When a foreign power dominates and exploits an indigenous group by taking theirland and resources and using them as cheap labor in order to make money It also means spe-cific era between the 1700s and 1900s when European countries expanded into the Americasand countries of the global South In Europe people justified these practices using racial doc-trines These ideas about hierarchies of race are still widespread Uncovering and challengingthe ideas and ongoing practices of colonialism are important parts of racial equity work
Culture The collective experience beliefs values knowledge economy and ways of life of agroup of people who share past or current experiences Culture changes constantly it is notstatic Every culture is shaped by the land and spaces people inhabit together Individual andgroup culture can also be shaped by language religion racialization gender experiences ofmigration and immigration social class political affiliation family influences age sexual orien-tation geographic origin ethnicity experiences of discrimination or lack of discrimination andexperiences fighting oppression
Disenfranchised Not having full rights as a citizen or not being able to fully participate as amember of the community
41
Appendices
Dominant Culture The beliefs values and judgments of groups with social power The dominantculture is created and maintained by people in the dominant social group People who do notbelong to the dominant group often believe that these values beliefs and judgments are trueinstead of seeing how they reflect the interests of people in power
Dominant group People whose social identity gives them power and privilege In most parts ofCanada dominant identities are White male English-speaking heterosexual able-bodied Chris-tian affluent and middle class thirty to sixty-five years of age university educated from centralCanada Many people have one or more dominant identities
Equity Peoplersquos rights as individuals or members of a group to an equitable share of theresources and influence in society Equity work analyses and challenges unfair systems andpractices and works towards creating outcomes and access that benefit people equally
Exploitation Taking unfair advantage of a person or a group for onersquos own gain or advantageExploitation can be systematic or individual
First Nations A term that reflects the process some Aboriginal peoples in Canada have used toname themselves The word ldquofirstrdquo recognizes the fact that Aboriginal peoples are the originalinhabitants of what is now called Canada The word ldquonationrdquo stresses the fact that Aboriginalpeoples are political collectives who had their own forms of government before Europeans beganto settle here Many First Nations peoples are fighting to re-establish that sovereigntybull The term also refers to a group of Aboriginal people who were previously called a ldquoBandrdquo by
the Department of Indian Affairsbull ldquoFirst Nationrdquo can also mean a group or several groups of Aboriginal people who have the
same ethno-cultural background
Gender identity Features that are tied to how an individual thinks of themselves as a man or awoman A personrsquos gender identity may not be the same as their biological sex
Gender roles The culturally specific behaviors and appearances constructed by a culture todefine what is expected of women and men The expectations of femininity and masculinity areimposed on individuals according to their biological sex
Harassment Persistent ongoing behavior conveying negative attitudes towards an individual orgroup to make them feel intimidated and humiliated Harassment is an exercise of power Itincludes any action that a person knows or should know is not welcome Harassment includesname-calling jokes slurs graffiti insults threats rudeness and crude gestures verbal or physi-cal abuse Human Rights Codes in most provinces prohibit harassment based on race religionsex ethnicity and the other prohibited grounds for discrimination
Heterosexism All practices that convey the message that heterosexuals are better than otherpeople including the assumption that everyone is or must be heterosexual It operates like otherforms of prejudice and discrimination giving privilege and rights to members of the dominantgroupndashheterosexualsndashand not to gay or lesbian people
42
Appe
ndic
es
Hierarchy A system that gives individuals or groups different positions and power People andgroups with a higher rank have more power resources and value than individuals or groups witha lower rank For example in a patriarchy men are given more value than women
Immigrants People who have arrived and settled in Canada in their lifetime Sometimes peopleuse the word incorrectly to refer to Canadian-born racialized people because they assume thatall racialized people were born elsewhere
Inclusive Making sure that all members of the community are represented or involved in allaspects of the community
Integrated Combining information and values from a variety of people and sources in order toget a fuller result that is more inclusive
Islamaphobia The systemic ways and individual practices of racism that target Arab people andhave particular impact on them Some examples include negative stereotyping of Muslim peopledepicting Islam as essentially violent and fundamentalist assuming that all Arabs are Muslimand all Muslims are Arabs
Landed immigrant Persons with legal status who are permanent residents of Canada ratherthan visitors refugee claimants temporary workers or citizens
Marginalization A process that keeps groups or individual from having access to all or part ofthe resources and activities of the community
Oppression When one social group takes advantage of another social group either knowinglyor unconsciously Oppression gives the dominant group privilege and marginalizes anddisenfranchises the subordinated group The dominant social group can use force or social insti-tutions and resources to achieve oppression After a time individual members of the dominantgroup do not need to do anything and unequal treatment becomes so much a part of the socialinstitutions and structures that it seems normal
People of colour Any person who is not White or Aboriginal This term was first adopted in theUnited States by racialized people who were trying to name themselves with a positive identityrather than as ldquonon-whitesrdquo ldquocolouredrdquo ldquoethnicsrdquo or ldquovisible minoritiesrdquo
Privilege Unearned power that gives members of the dominant group economic social andpolitical advantages Privilege also means rights that everyone should have but that are deniedto some people
Racism Any aspect of Canadian society that openly or subtly makes White people and Whitenessnormal and valuable while making racialized communities invisible or devaluing stereotypingand labeling people of colour as ldquoothersrdquo who are different or inferior
43
Appendices
Individual racism The beliefs attitudes and actions of individuals that support or maintainracism Individual racism can be conscious or unconscious It can be active or passive
Institutional racism The network of structures policies and practices in systems and institutionsthat give White people advantages and that discriminate oppress and disadvantage racializedpeople
RacializationRacialized Racial identities are not fixed categories They are shaped by historynationality gender class and identity politics Racial designations often differ from country tocountry The term racialization or racialized makes explicit the ways in which we are socialized todifferentiate groups of people on the basis of superficial physical characteristics where White isthe norm It emphasizes the active process of categorizing people while at the same time reject-ing ldquoracerdquo as a scientific category
Refugee Persons who have to flee their country because they have a ldquowell-foundedrdquo fear ofpersecution based on race religion nationality political opinion or membership in a particularsocial group
Religious discrimination Any institutional or individual practices that exclude and discriminateagainst a person because of their religion In Canada many workplaces do not provide equitablyfor all religions Recently the Supreme Court has ruled that employers must accommodate em-ployees whose religious observances are not recognized in the Christian-based statutory holidayssuch as Easter and Christmas Religious discrimination is often linked to other forms of discrimi-nation For example Irish Catholics were often marked by their class ethnic origins and lan-guage as well as their Catholicism Racialized Muslims often experience racism mixed withreligious discrimination
Sexism Systemic and individual practices that give men privilege make women subordinate andthat shame values identified with women
Social Location or Social Identity A personrsquos membership in a socially constructed groupThese groups are often identified according to superficial characteristics such as skin colourcountry of origin religious beliefs body form etc
Structural This approach to equity work believes that the thoughts and behaviors of the indi-vidual are created and guided by various social structures such as capitalism andor neo-liberal-ism and are therefore limited The focus for change is raising awareness of the limits and chal-lenging the structures
Systemic racism The conscious or unconscious policies procedures and practices that excludemarginalize and exploit racialized people Systemic racism is supported by institutional powerand by powerful ideas often unexamined ones which make racism look normal and justified Forexample institutions that do not have effective complaints procedures or performance appraisaland promotion processes that use equity competencies make it possible for individuals to beracist
44
Appe
ndic
es
45
Transgender person A person who is not comfortable with or who rejects some or all of thegender identity given to their biological sex This is an umbrella terms used to describe trans-sexuals transvestites or cross-dressers and intersex people
Transsexual Someone who has a very strong feeling that they are living in the wrong sex A maletranssexual needs to live as a woman and a female transsexual needs to live as a man Somebut not all transsexuals have surgery to reassign their sex Some have procedures to partiallyreassign their sex and some use hormone therapy A transsexual can be heterosexual homo-sexual or bisexualWhite Refers to people belonging to the dominant racial group enjoy skin privilege in NorthAmerica Australia New Zealand and anywhere European colonialism has created racial inequityThe term ldquoWhiterdquo is capitalized for different reasons than other racial designations ndash Aboriginaland Black The latter identities are claimed with pride in opposition to the names imposed bydominant White society One of the ways that racism operates is to leave the racial identity ofWhite people unidentified ldquoWhiterdquo is capitalized to interrupt the privilege of having Whitenessgo unnamed
White Supremacy A system based on assumption of the ldquorightness of Whitenessrdquo in whichpolitical economic and social systems result in White people having more privilege and powerthan racialized people
many of the terms in the glossary were adapted with permission from Dancing on Live Embers ChallengingRacism in Organization by Tina Lopes and Barb Thomas Toronto Between the Lines 2006
Appendices
Appendix G Focus Group Findings
The following points are the relevant themes that emerged from the focus groups The groups wereasked to answer the following questions
1 How well has your organization and the various sectors practiced an integrated approach to anti- oppression
bull overall feeling that most are doing pretty good workbull some feel frustrated that the policies etc are not fully put into practice by all staff at an
agencybull feeling that the work is silorsquod and separated ndash working on one oppression at a timebull that the work is framed from a white middle class perspectivebull the work is not happening fast or often enough ndash ie deaf woman services gaps and barriers
2 What are the effective practices in the various areas ie policies programming outreach training org development
bull be committed inventive constantly evolve vigilantbull open to change pushing for changebull inclusion at all levels of an organization working together on committees and groupsbull engage diversity responsive to different needs
3 Where are the challengesbull funding shortages piecemeal and targeted on specific groups onlybull lack of accountability lack of clear policies and proceduresbull lack of inclusivity and diversitybull lack of time to be together communicate etcworkloads of service providersbull silorsquod workbull systemic exclusion internal and societal institutions
4 Visions and suggestions for changebull core guidelines with key values ndash written down and put into practicebull accountability in staff and managementbull commitment from all levelsbull everyone open to challengebull look at themes not populationsbull community drivenbull training and toolsbull fully funded and supported by structures
5 Who would take up the facilitation of changebull not one personbull coalitionsbull community groupsbull all levels of organization including service users
46
Appe
ndic
es
Recommendation(s)
a Conduct a review of existing policies procedures and practices that organizations feel repre-sent their best efforts of an integrative anti-oppressive framework
b Working groups should be created to develop the most effective integrative policies andprograms The groups should include diverse members from different social locations com-munities and be representative of all levels of the organization including service users
c Organizations must support this work by allocating time personnel and resourcesd Organizations must demonstrate commitment to the work by reviewing all policies proce-
dures and programs through the lense of an integrative anti-oppressive frameworke A tool kit should include templates of policies and procedures to simplify the writing of work
done by the committeesworking groupf This work is not static and must be revisited regularly in order to incorporate new informa-
tiong Organizations should offer regular training and workshops on how to put an integrative anti-
oppression framework into practiceh Organizations must hold staff and volunteers accountable to adhering to agency practice by
offering training and supervision including key values in mandate and mission statementsand integrative anti-oppressive practices in personnel and volunteer policies
Focus group participants
The following organizations participated in focus groups in 2005-06 for the Integrative Anti-Oppression Project
Woman Abuse CouncilFCJ Refugee Centre519 Community CentreNelliersquosSpringtidersquos Women with Disabilities ProgramToronto Rape Crisis CentreMulticultural Women Against RapeCentral Neighbourhood HouseAccess Alliance Multicultural Community Health CentreA Commitment to Training and Employment for Women (ACTEW)Arab Community Centre of TorontoAssaulted Womenrsquos HelplineBarbara Schlifer Counselling ClinicBlack Creek Community Health CentreCentral Family IntakeErnestine Womenrsquos ShelterFamily Services AssociationFlemingdon Neighborhood ServicesKorean Canadian Womenrsquos Association
47
Appendices
Macaulay Child Development CentreSt Christopherrsquos HouseSt Joseph Womenrsquos Health CentreSt Michael HospitalStonegate Community Health CentreUrban Alliance on Race RelationsWomenrsquos Counselling Referral and Education CentreYorktown ShelterYWCA
48
Appendix H References
Dancing on Live Embers Challenging Racism in Organizations Tina Lopes and Barb Thomas Be-tween the Lines Toronto 2006
Campbell C (2003) Anti-oppressive social work Promoting equity and Social Justice Editor DrCarolyn Campbell Halifax Nova Scotia Dalhousie UniversityRetrieved Jan 22 2008httpaoswsocialworkdalcawhatisaoswhtml
Roundtable on Anti-Oppression Politics in Anti-Capitalist Movements Edited by Sharmeen Khan ndashparticipants in the roundtable Kirat Kaur Junie Deacutesil Gary KinsmanRetrieved Jan 22 2008httpuppingtheantiorgnode1380
Williams C (2003) ldquoSeeking Cultural Competence What Is It How Do You Develop It and How DoYou Know When Yoursquove Got Itrdquo In WShera (Ed) Emerging Perspectives on Anti-Oppressive Practice(pp 265 - 278) Toronto Canadian Scholarsrsquo Press Inc
- Front Page1-1
- ManualModEN2
- ManualModEN3
- ManualModENCon
-
Appe
ndic
es
Appendix C Sample Conflict Resolution Guidelines ndash Policy ReviewCommittee
PrinciplesIt is in places of conflict that the potential for change exists Conflicting ideas beliefs and valueswill ensure a rich dialogue and essential learning opportunities for everyone Committee membersare charged with reminding themselves that the committee exists in the service of the organizationwith the ultimate goal of better serving the community Each person on the committee has theresponsibility to deal directly with each other and commit to engaging with each other as allies inthis work
The organization will endeavor to assemble the relevant material that will be useful in meeting theobjectives of the committee prior to the beginning of the project and will ensure that any relevantmaterials will be delivered to the committee as quickly as possible
The decisions and recommendations of the committee do not bind the organization into action TheBoard of Directors andor Executive Director of the organization will review the recommendations ofthe committee and ultimately decide what can be instituted
Budget and Additional Resources
The Policy Review Committee has a budget of $$$$$ The budget will cover the committee costs- member expenses childcare travel long distance calls honorarium- meeting expenses accessible meeting room refreshments conference calls- accessibility expenses ASL interpretation note taking attendant care- supplies photocopying office supplies
Staff resource- maintain minutes and discussion notes for the committee- retrieve documents that the committee requires- assist in organizing meetings and refreshments for meetings
Meetings
Meetings will be held at an accessible meeting space ndash onsite at the organization if possible
The committee is responsible to elect co-chairpersons during the first committee meetingThe responsibilities of the co-chairs in consultation with the whole committee are tobull organize meetingsbull develop the agendabull organize committee communicationbull keep committee members on taskbull organize the completion of the final reportbull maintain communication with the organization including updates requests concerns etc
33
Appendices
34
Remember that resolving conflict does not necessarily mean that a person will change their view-point or opinion A resolution of conflict implies that each party has had the opportunity to sharetheir perspective be heard have opportunity for discussion and then have closure
How we deal with our colleagues when we have a different opinion or viewpoint can either open usup to new learning or shut us down The following are some key points to keep in mind
i Recognize that conflict is a healthy part of communication if all parties understand theirresponsibilities in the process
ii Parties should approach the process with the idea of creating a learning environmentiii Parties should be prepared to listen to each other ndash that is really listen without interrupt-
ing or preparing your argument in your headiv If you are challenging a statement made by another person ndash it is important to state
concisely where you believe the problem lies and if it furthers the learning moment tostate the impact on yourself
v Do not belabor the point or make comments about the otherrsquos motivation for the state-ment (ie They are ignorant bigoted etc)
vi The person who has been challenged should take away the information to think aboutwhere their learning lies ndash the statement back to the challenger should include how youwill approach the information that was shared with you from the other person
vii If you do not agree with the challengerrsquos view ndash further dialogue may be necessaryviii State your own view and where you believe the problem liesix Each person is responsible to think critically about the otherrsquos view with a goal of finding
common ground andor compromise andor the decision to agree to disagree ndash which isallowing space for differing points of view
x It is important that both parties do not disengage from the process by complaining orexpressing dissatisfaction about the other person to other people ndash that kind of behaviorlowers the integrity of the process and the party who engages in it
xi Try to understand each otherrsquos perspective without judging the person or making assump-tions about each other
Co-chairs responsibilitiesbull reminding members of the guidelines of conflict resolutionbull arranging time in the agenda to address conflict in the groupbull mediating conversations between the parties in conflictbull negotiating resolutionbull If the conflict is in regards to making a decision The co-chairs should refer to the decision
making guidelines
The guidelines presented above should not be used in situation of discrimination and abuse Inthose situations the committee should follow the procedures in the organizations anti-discriminationor anti-harassment policies
Appe
ndic
es
35
snoitpO snosaeRstifeneBrof
snosaeRsmelborPtsniagA
puorGnoisiceD
rofsnosaeRnoisiceD
Appendix D Sample Decision Making Chart ndash Policy Review Committee
Appendices
36
App
endi
x E
Fra
mew
ork
for p
olic
y re
view
and
dev
elop
men
t
We
deve
lope
d th
is fr
amew
ork
duri
ng th
e fir
st p
hase
of t
his
proj
ect
Its
purp
ose
is to
hel
p or
gani
zatio
ns u
se a
n in
tegr
ated
ant
i-opp
ress
ion
fram
ewor
k ap
proa
ch w
hen
revi
ewin
g an
d de
velo
ping
pol
icie
s
NOITSE
UQ
EG
NELLAH
CES
NOPSE
R
esoprupeht
sitah
Wrodna
ycilopsiht
foerudecorp
erusneotyrassecen
siycilop
aneh
wwonk
ottluciffid
ebn ac
tIruoy
tahterusne
otdna
seicilopyna
moot
gnitaercton
erauoy
ehtgniyfitnedI
stnemetats
gnitcilfnocgnika
mton
e raseicilop
edivorpsalle
wsa
sllaftipeseht
diovapleh
nacesoprup
otyrassecen
eblliw
serudecorptah
wdna
wohot
sanoi tcerid
esoprupeht
teem
bull bull bull bull
ycilopeht
rofelanoitar
ehtedivorP
tnetniytiuqe
ehtyfitnedi
ylraelCseitilibisnopser
evitalsigelyfitnedI
)s(ycilopetairporppa
ehtot
serudecorpkniL
tifycilop
ehtseo
Dycnega
ehtnihti
wnoissi
metad nam
rodnatne
metatsseulav
fotne
metatssfeileb
dna
woH
dnaetadna
mrieht
eniltuotaht
stnemetats
evahseicnega
ynaM
roFetadna
meht
teemlli
wyeht
wohtuoba
sfeilebrieht
elpmaxe
nasi
nemo
wllatsniaga
ecneloivlladne
otelpmaxe
er usneneht
tsum
wolloftaht
seiciloPtne
metatsnoissi
ma
fotsniaga
ecneloivgnitauteprep
tonsi
noitazinagroeht
tahtnoisserppo
ronoisulcxe
fomrof
ehtni
nemo
w
bull bull bull bull bull
fotne
metatsstnemucod
tnavelerllaweiveR
ctetnemetats
noissimetadna
msfeilebeht
stroppusycilop
ehtfi
enimrete
Detadna
mnoissim
seitiugibma
ehtyfitnedI
seulaveht
htiw
st sartnocycilop
ehtfi
enimrete
Dnoitazinagro
ehtfo
ycilopeht
oteka
mnac
uoysegnahc
ehtyfitnedI
tievorp
miot
tifyc ilop
ehtseo
Deht
htiw
snoitazinagronoitisoplacitilop
wo
H
tahtnoitisop
nasitrapa
naem
tonseod
noitisoplacitilopA
ynamrehtaR
ytraplacitilopralucitrap
astroppus
seussiralucitrap
nosnoitisopdepoleved
evahsnoitazinagro
noitazinagrotsini
mefa
ebya
mnoitazinagro
ruoyelp
maxeroF
dluow
serudecorpdna
seicilopruoy
noitazinagrotsini
mefa
sAytiuqe
yapeikro
wemarf
ytilauqesna
mow
awollof
ctestifenebrevigeracyli
mafdednapxe
bull bull
snoitisoplanoitazinagroeht
ssucsiddna
yfitnedItub
nettirwnu
erataht
seussilaicosgnidrager
esohtfo
emoS
noitazinagroruoy
nihtiw
tsixeyap
msireetnulovsvrobal
diapedulcniya
mcteseussi
htlaehlatnemytiuqe
-tne
metatsfeileb
aot
snoitisopetairporppa
ddAtsixe
tonseod
enofi
enoetaerc
ro
Appe
ndic
es
37
NOITSE
UQ
EG
NELLAH
CES
NOPSE
R
teem
ycilopeht
seoD
sdradnatsmu
minim
noitalsigelrobal
fosthgir
namuh
ycavirpnoitalsigelrednufnoit alsigel
dnastne
meergalautcartnoc
rehtostne
meerga
mehtdeecxe
tiseo
D
lautcartnocdna
evitalsigeltee
mylraelc
dluohsseiciloP
nettirw
si)noitalsigel
ytiuqeneve(
noitalsigeLseitilibisnopser
ehtno
desabsi
tahtkro
wemarf
erutluctnani
moda
morfeht
tcetorpot
keesyehT
spuorgsuonego
mohfo
noitpmussa
elpoepfo
sthgireht
ecnavdatonelpoep
dezilanigram
fosthgir
dnoyebog
dluohsseicilopkro
wemarflanoitcesretni
naylppa
oTsdradnatsla
minim
bull bull bull bull
snoitazinagroeht
dnatsrednudna
weiveR
waleht
rednuseitilibisnopser
seitilibisnopserdnatsrednu
dnastcartnoc
weiveRstcartnoc
fos
mreteht
rednullaf
snoitatcepxemu
minim
ehtereh
wyfitnedI
sseccaot
tnemevorp
midna
tnemecnavda
fot rohs
ytiuqedna
lauqetroppus
nacnoitazinagro
ruoysya
wyfitnedI
ytinutroppo
sihtseod
woH
erudecorpycilopeht
tc apmi
snoitazinagrotegdub
fI
mehttne
melpmi
ottcap
miyrategdub
evahod
seicilopyna
Mot
elbissopmi
emoceblli
wycilop
ehtdezingocer
tonsi
sihttub
ycilopdab
asi
tiesuaceb
ton-
dedracsideb
dnawollof
rofdetnuocca
tonere
wnoitatne
melpmi
fostsoc
ehtesuaceb
bull bull bull bull
htiw
detaicossastsoc
ehtllayfitnedI
ycilopeht
fonoitatne
melpmi
ralugerfo
trapera
stsoceht
erehw
yfitnedIedulcni
dluow
reganam
foyralaSei
-ssenisub
noisivrepusffats
stsoclanoitiddayfitne dI
ylgnidroccategduB
otelbisnopser
sioh
Wsi
ycilopsiht
erusnedna
dootsrednudecrofne
elbisnopsersi
ohw
etatsylraelc
tsum
serudecorpdna
seiciloPhcaEssenevitceffe
gnitaulavedna
gnirotinomtuo
gniyrracrof
detatsylraelc
e bdluohs
elorsnosrep
bull bull
diapnudna
diapfo
selorsuoirav
ehtyfitnedI
noitazinagroeht
fosreb
mem
ehttuo
yrraclliw
ohw
srebme
meht
yfitnedIsreb
mem
ehtetaulave
dnaesivrepusserudecorp
ycilopeht
etaulavedna
weiveretaerc
Appendices
38
NOIT
SE
UQ
EG
NELL
AH
CE
SN
OP
SE
R
eht
sita
hW
rof
msina
hcem
lacitirctnial
pm
ockca
bdeef
tegtaht
stnemucod
gnivileb
dluohsserudecorp
dnaseiciloP
ottnatrop
misi
tieroferehT
sevorpmi
gninraelruo
saretteb
rokcabdeef
edivorpnac
detceffaesoht
wohetats
yl raelcro
elbaeganamnu
evitceffenievorp
yehtneh
wfinialp
mocevisserppo
bull bull bull
seifitnediylraelc
tahtycilop
stnialpmoc
aetaer
Csreb
mem
diapnudna
diaprof
ssecorpeht
srebme
mytinu
mmoc
dnastneilcsresu
ecivrestI
elbisseccas i
ssecorpstnialp
moceht
erusnEyllacisyhp
nacsklof
erehw
decalpeb
dluohselbissecca
tnereffidni
dereffodna
tissecca
nialpraelc
ninettir
web
osladluohs
tIsta
mrofelpoep
ybdessecca
ebnac
titaht
osegaugnal
slevelycaretil
suoir avhti
wycilop
ehtrof
kcabdeefrof
ssecorpeht
yfitnedI
weiver
eb
ycilo
pe
htlli
ww
oH
otdetaci
nu
mm
oce
blli
wo
hw
eso
ht ti
yb
detceffa
ehtyb
detceffeesoht
llaot
tnediveeb
dluohscorpseiciloP
tnatropmi
sinoitacinu
mmoc
fonalp
agnitaer
Cse
moctuobull bull bull bull bull bull
elbisnopsereb
lliw
ohw
elpoepeht
folla
yfitnedIeb
lliw
ohw
esohtdna
noitatnemelp
mirof
noitatnem elp
mieht
ybdetcap
misdnik
tnereffideht
sseccafo
stniopeht
yfitnedIyrassecen
sseccafo
sepytdna
noitatnemelp
mirof
elbisnopseresoht
llaerusnE
seitilibisnopserrieht
tuobaraelc
eraot
ycilopetacinu
mmoc
otnalp
ehtyfitnedI
s rebme
mytinu
mmoc
dnastneilcsresu
ecivresrehto
dnaegaugnal
ycaretilsserdd
Aseussi
ytilibisseccaseussi
eseh tsserdda
otnalp
aetaer
C
Appe
ndic
es
39
NOITSE
UQ
EG
NELLAH
CES
NOPSE
R
weivereht
sitah
Weludehcs
ehtodlli
woh
W
weiver
deweiver
ebdluohs
stnemucod
gnivilsa
serudecorpdna
seiciloPdluohs
ssecorpehT
tnemevorp
mirof
yltnetsisnocdna
ylralugernI
kcabdeefrof
ytinutroppoedivorp
otsa
oseludehcs
aedulcni
dnaseicilop
ehtyb
detceffaesohtlla
morftupni
tegot
redrotahtnesohc
rodetov
ebdluohs
sreweiver
fomaet
aserudecorp
sevitcepsrepfo
esabdaorb
atneserper
bull bull bull
roylraey-
seicilopfo
weiverrof
enile
mita
teSylraey-ib
ebdluohs
tahtspuorg
redlohekatseht
yfitnedIytisrevid
otnoitnetta
htiw
weivereht
nidevlovni
dnassenevitceffe
ehtssessa
otsloot
edivorPycilop
hcaefo
ytiuqe
ycilopsiht
seoD
egnellahclahcrairtap
laicosevisserppo
wo
Hs
mron
gnignellahcflesti
nisi
krowe
marfdetargetni
nagniylppA
neebevah
sufo
ynam
sareve
woHs
mronerutluc
tnanimod
morftrats
dluohse
wsdradnats
naciremA
htroN
ybdenoitidnoc
nide
marfeblli
wserudecorp
dnaseicilop
ruotaht
esimerp
ehtksa
otevah
ew
eroferehTsfeileb
dnaseulav
erutluctnani
modgnidlohpu
tonera
ew
erusnetaht
snoitseuqfo
seiresa
sevle sruonoisserppo
fos
metsysdehcnertne
bull bull bull bull bull bull bull
noisserppodna
yhcrairtapfo
seussieht
yfitnedIycilop
hcaeni
tnerehninihti
wseussi
esehtegnellahc
otwoh
ezigetartSnoitazinagro
ruoygnika
mnoisiced
ehtni
ycnerapsnarteht
weiveRsessecorp
seodtah
Weisevlesruoyrof
snoitseuqetaerC
noitazinagroruo
niekil
koolre
wopycilop
ehtmorf
stifeneboh
wyfitnedI
revore
wopa
dlohpuseicilop
hcihw
enimrete
Dkro
wemarf
emit-lluf
derihsteg
ohWei
-snoitseuq
ksAsi
erehW
denimreted
sihtsi
woH
emit-trap
senimreted
ohW
tegdubeht
nitneps
yenom
seitiroirp
Appendices
40
NOITSE
UQ
EG
NELLAH
CES
NOPSE
R
ehteblli
wtah
Wno
tcapmilaitnereffid
spuorgdezilanigra
m
dnatsrednuot
tnatropmi
sitI
emas
ehtnae
mton
seodlauqEyfitnedi
otspuorg
tnereffidno
seicilopfo
stcapmi
suoiraveht
foytilibissecca
troppusot
wohdna
eilsreirrab
ehtereh
wspuorg
suoiravrof
secivresdna
tnemyolp
me
bull bull bull bull
fos
mitcivera
ohw
elpoepfo
spuorgyfitnedI
noisserppoci
metsysspuorg
suoiravno
stcapmi
ehtyfitnedI
dnaytiuqe
ecnavdataht
stcapmi
hsiugnitsiD
tonod
tahtesoht
sseccaot
sreirrabegnahc
otsya
wezigetartS
ycilopehtlli
wwo
Hnoisserppo
egnellahcnoisserppo
cimetsys
rofseicilop
weiveR bullmsicar
bullaibohpo
mohmsixesoreteh
bullmsielba
bullmsiega
bullmsixes
bullmsirtneconhte
bullmsissalc
bullmsiti
mes-itnabull
msibarA-itnabull
noitanimircsid
suoigilerbull
msilainoloc
bull bull bull
tsrifnretse
wa
sahycilop
ehtfi
enimrete
D
weivdlro
wtuoba
noitpmussa
narof
ycilopeht
ssessAnoitautis
cimonoce-oicos
dnaegaugnalytilibafo
secnereferrof
egaugnaleht
weiveRsnoitp
mussasuoigilernoitazinoloc
Appe
ndic
es
Appendix F Glossary of Anti-Oppression Terms
Ableism Prejudice and discrimination against people living with mental emotional and physicaldisabilities or differences People living with disabilities experience this discrimination segrega-tion and isolation because of peoplersquos prejudices and institutional barriers not because of thedisability or difference itself Deaf Deafened and Hard of hearing people historically have experi-enced systemic ableist oppression as well
Anti-Semitism Discrimination or violence against Jews Judaism and the cultural intellectualand religious heritage of Jewish people The word Semite literally refers to ldquoany of the peoplessupposed to be descended from Shem son of Noah especially the Jews Arabs Assyrians andPhoeniciansrdquo However Anti-Semitism is mostly used to refer to prejudice discrimination andviolence directed at Jews
Class Economic and social groups People in the higher classes make decisions about theeconomy while other people work for wages or are kept out of the economy The things that markdifferences between classes include peoplersquos ability to meet their basic needs their level ofincome wealth and formal education and their connections with people and institutions thathave influence and power In the current economic structure rich people got their wealth bytaking advantage of people at the bottom and middle of the class structure
Classism Any practices and beliefs that judge and value people according to their social class orthe social class that other people assume they belong to Most workplaces use classist languagethat reflects and reinforces the social hierarchy For example they undervalue the work of sup-port staff and decisions do not include the knowledge and opinions of these workers
Colonialism When a foreign power dominates and exploits an indigenous group by taking theirland and resources and using them as cheap labor in order to make money It also means spe-cific era between the 1700s and 1900s when European countries expanded into the Americasand countries of the global South In Europe people justified these practices using racial doc-trines These ideas about hierarchies of race are still widespread Uncovering and challengingthe ideas and ongoing practices of colonialism are important parts of racial equity work
Culture The collective experience beliefs values knowledge economy and ways of life of agroup of people who share past or current experiences Culture changes constantly it is notstatic Every culture is shaped by the land and spaces people inhabit together Individual andgroup culture can also be shaped by language religion racialization gender experiences ofmigration and immigration social class political affiliation family influences age sexual orien-tation geographic origin ethnicity experiences of discrimination or lack of discrimination andexperiences fighting oppression
Disenfranchised Not having full rights as a citizen or not being able to fully participate as amember of the community
41
Appendices
Dominant Culture The beliefs values and judgments of groups with social power The dominantculture is created and maintained by people in the dominant social group People who do notbelong to the dominant group often believe that these values beliefs and judgments are trueinstead of seeing how they reflect the interests of people in power
Dominant group People whose social identity gives them power and privilege In most parts ofCanada dominant identities are White male English-speaking heterosexual able-bodied Chris-tian affluent and middle class thirty to sixty-five years of age university educated from centralCanada Many people have one or more dominant identities
Equity Peoplersquos rights as individuals or members of a group to an equitable share of theresources and influence in society Equity work analyses and challenges unfair systems andpractices and works towards creating outcomes and access that benefit people equally
Exploitation Taking unfair advantage of a person or a group for onersquos own gain or advantageExploitation can be systematic or individual
First Nations A term that reflects the process some Aboriginal peoples in Canada have used toname themselves The word ldquofirstrdquo recognizes the fact that Aboriginal peoples are the originalinhabitants of what is now called Canada The word ldquonationrdquo stresses the fact that Aboriginalpeoples are political collectives who had their own forms of government before Europeans beganto settle here Many First Nations peoples are fighting to re-establish that sovereigntybull The term also refers to a group of Aboriginal people who were previously called a ldquoBandrdquo by
the Department of Indian Affairsbull ldquoFirst Nationrdquo can also mean a group or several groups of Aboriginal people who have the
same ethno-cultural background
Gender identity Features that are tied to how an individual thinks of themselves as a man or awoman A personrsquos gender identity may not be the same as their biological sex
Gender roles The culturally specific behaviors and appearances constructed by a culture todefine what is expected of women and men The expectations of femininity and masculinity areimposed on individuals according to their biological sex
Harassment Persistent ongoing behavior conveying negative attitudes towards an individual orgroup to make them feel intimidated and humiliated Harassment is an exercise of power Itincludes any action that a person knows or should know is not welcome Harassment includesname-calling jokes slurs graffiti insults threats rudeness and crude gestures verbal or physi-cal abuse Human Rights Codes in most provinces prohibit harassment based on race religionsex ethnicity and the other prohibited grounds for discrimination
Heterosexism All practices that convey the message that heterosexuals are better than otherpeople including the assumption that everyone is or must be heterosexual It operates like otherforms of prejudice and discrimination giving privilege and rights to members of the dominantgroupndashheterosexualsndashand not to gay or lesbian people
42
Appe
ndic
es
Hierarchy A system that gives individuals or groups different positions and power People andgroups with a higher rank have more power resources and value than individuals or groups witha lower rank For example in a patriarchy men are given more value than women
Immigrants People who have arrived and settled in Canada in their lifetime Sometimes peopleuse the word incorrectly to refer to Canadian-born racialized people because they assume thatall racialized people were born elsewhere
Inclusive Making sure that all members of the community are represented or involved in allaspects of the community
Integrated Combining information and values from a variety of people and sources in order toget a fuller result that is more inclusive
Islamaphobia The systemic ways and individual practices of racism that target Arab people andhave particular impact on them Some examples include negative stereotyping of Muslim peopledepicting Islam as essentially violent and fundamentalist assuming that all Arabs are Muslimand all Muslims are Arabs
Landed immigrant Persons with legal status who are permanent residents of Canada ratherthan visitors refugee claimants temporary workers or citizens
Marginalization A process that keeps groups or individual from having access to all or part ofthe resources and activities of the community
Oppression When one social group takes advantage of another social group either knowinglyor unconsciously Oppression gives the dominant group privilege and marginalizes anddisenfranchises the subordinated group The dominant social group can use force or social insti-tutions and resources to achieve oppression After a time individual members of the dominantgroup do not need to do anything and unequal treatment becomes so much a part of the socialinstitutions and structures that it seems normal
People of colour Any person who is not White or Aboriginal This term was first adopted in theUnited States by racialized people who were trying to name themselves with a positive identityrather than as ldquonon-whitesrdquo ldquocolouredrdquo ldquoethnicsrdquo or ldquovisible minoritiesrdquo
Privilege Unearned power that gives members of the dominant group economic social andpolitical advantages Privilege also means rights that everyone should have but that are deniedto some people
Racism Any aspect of Canadian society that openly or subtly makes White people and Whitenessnormal and valuable while making racialized communities invisible or devaluing stereotypingand labeling people of colour as ldquoothersrdquo who are different or inferior
43
Appendices
Individual racism The beliefs attitudes and actions of individuals that support or maintainracism Individual racism can be conscious or unconscious It can be active or passive
Institutional racism The network of structures policies and practices in systems and institutionsthat give White people advantages and that discriminate oppress and disadvantage racializedpeople
RacializationRacialized Racial identities are not fixed categories They are shaped by historynationality gender class and identity politics Racial designations often differ from country tocountry The term racialization or racialized makes explicit the ways in which we are socialized todifferentiate groups of people on the basis of superficial physical characteristics where White isthe norm It emphasizes the active process of categorizing people while at the same time reject-ing ldquoracerdquo as a scientific category
Refugee Persons who have to flee their country because they have a ldquowell-foundedrdquo fear ofpersecution based on race religion nationality political opinion or membership in a particularsocial group
Religious discrimination Any institutional or individual practices that exclude and discriminateagainst a person because of their religion In Canada many workplaces do not provide equitablyfor all religions Recently the Supreme Court has ruled that employers must accommodate em-ployees whose religious observances are not recognized in the Christian-based statutory holidayssuch as Easter and Christmas Religious discrimination is often linked to other forms of discrimi-nation For example Irish Catholics were often marked by their class ethnic origins and lan-guage as well as their Catholicism Racialized Muslims often experience racism mixed withreligious discrimination
Sexism Systemic and individual practices that give men privilege make women subordinate andthat shame values identified with women
Social Location or Social Identity A personrsquos membership in a socially constructed groupThese groups are often identified according to superficial characteristics such as skin colourcountry of origin religious beliefs body form etc
Structural This approach to equity work believes that the thoughts and behaviors of the indi-vidual are created and guided by various social structures such as capitalism andor neo-liberal-ism and are therefore limited The focus for change is raising awareness of the limits and chal-lenging the structures
Systemic racism The conscious or unconscious policies procedures and practices that excludemarginalize and exploit racialized people Systemic racism is supported by institutional powerand by powerful ideas often unexamined ones which make racism look normal and justified Forexample institutions that do not have effective complaints procedures or performance appraisaland promotion processes that use equity competencies make it possible for individuals to beracist
44
Appe
ndic
es
45
Transgender person A person who is not comfortable with or who rejects some or all of thegender identity given to their biological sex This is an umbrella terms used to describe trans-sexuals transvestites or cross-dressers and intersex people
Transsexual Someone who has a very strong feeling that they are living in the wrong sex A maletranssexual needs to live as a woman and a female transsexual needs to live as a man Somebut not all transsexuals have surgery to reassign their sex Some have procedures to partiallyreassign their sex and some use hormone therapy A transsexual can be heterosexual homo-sexual or bisexualWhite Refers to people belonging to the dominant racial group enjoy skin privilege in NorthAmerica Australia New Zealand and anywhere European colonialism has created racial inequityThe term ldquoWhiterdquo is capitalized for different reasons than other racial designations ndash Aboriginaland Black The latter identities are claimed with pride in opposition to the names imposed bydominant White society One of the ways that racism operates is to leave the racial identity ofWhite people unidentified ldquoWhiterdquo is capitalized to interrupt the privilege of having Whitenessgo unnamed
White Supremacy A system based on assumption of the ldquorightness of Whitenessrdquo in whichpolitical economic and social systems result in White people having more privilege and powerthan racialized people
many of the terms in the glossary were adapted with permission from Dancing on Live Embers ChallengingRacism in Organization by Tina Lopes and Barb Thomas Toronto Between the Lines 2006
Appendices
Appendix G Focus Group Findings
The following points are the relevant themes that emerged from the focus groups The groups wereasked to answer the following questions
1 How well has your organization and the various sectors practiced an integrated approach to anti- oppression
bull overall feeling that most are doing pretty good workbull some feel frustrated that the policies etc are not fully put into practice by all staff at an
agencybull feeling that the work is silorsquod and separated ndash working on one oppression at a timebull that the work is framed from a white middle class perspectivebull the work is not happening fast or often enough ndash ie deaf woman services gaps and barriers
2 What are the effective practices in the various areas ie policies programming outreach training org development
bull be committed inventive constantly evolve vigilantbull open to change pushing for changebull inclusion at all levels of an organization working together on committees and groupsbull engage diversity responsive to different needs
3 Where are the challengesbull funding shortages piecemeal and targeted on specific groups onlybull lack of accountability lack of clear policies and proceduresbull lack of inclusivity and diversitybull lack of time to be together communicate etcworkloads of service providersbull silorsquod workbull systemic exclusion internal and societal institutions
4 Visions and suggestions for changebull core guidelines with key values ndash written down and put into practicebull accountability in staff and managementbull commitment from all levelsbull everyone open to challengebull look at themes not populationsbull community drivenbull training and toolsbull fully funded and supported by structures
5 Who would take up the facilitation of changebull not one personbull coalitionsbull community groupsbull all levels of organization including service users
46
Appe
ndic
es
Recommendation(s)
a Conduct a review of existing policies procedures and practices that organizations feel repre-sent their best efforts of an integrative anti-oppressive framework
b Working groups should be created to develop the most effective integrative policies andprograms The groups should include diverse members from different social locations com-munities and be representative of all levels of the organization including service users
c Organizations must support this work by allocating time personnel and resourcesd Organizations must demonstrate commitment to the work by reviewing all policies proce-
dures and programs through the lense of an integrative anti-oppressive frameworke A tool kit should include templates of policies and procedures to simplify the writing of work
done by the committeesworking groupf This work is not static and must be revisited regularly in order to incorporate new informa-
tiong Organizations should offer regular training and workshops on how to put an integrative anti-
oppression framework into practiceh Organizations must hold staff and volunteers accountable to adhering to agency practice by
offering training and supervision including key values in mandate and mission statementsand integrative anti-oppressive practices in personnel and volunteer policies
Focus group participants
The following organizations participated in focus groups in 2005-06 for the Integrative Anti-Oppression Project
Woman Abuse CouncilFCJ Refugee Centre519 Community CentreNelliersquosSpringtidersquos Women with Disabilities ProgramToronto Rape Crisis CentreMulticultural Women Against RapeCentral Neighbourhood HouseAccess Alliance Multicultural Community Health CentreA Commitment to Training and Employment for Women (ACTEW)Arab Community Centre of TorontoAssaulted Womenrsquos HelplineBarbara Schlifer Counselling ClinicBlack Creek Community Health CentreCentral Family IntakeErnestine Womenrsquos ShelterFamily Services AssociationFlemingdon Neighborhood ServicesKorean Canadian Womenrsquos Association
47
Appendices
Macaulay Child Development CentreSt Christopherrsquos HouseSt Joseph Womenrsquos Health CentreSt Michael HospitalStonegate Community Health CentreUrban Alliance on Race RelationsWomenrsquos Counselling Referral and Education CentreYorktown ShelterYWCA
48
Appendix H References
Dancing on Live Embers Challenging Racism in Organizations Tina Lopes and Barb Thomas Be-tween the Lines Toronto 2006
Campbell C (2003) Anti-oppressive social work Promoting equity and Social Justice Editor DrCarolyn Campbell Halifax Nova Scotia Dalhousie UniversityRetrieved Jan 22 2008httpaoswsocialworkdalcawhatisaoswhtml
Roundtable on Anti-Oppression Politics in Anti-Capitalist Movements Edited by Sharmeen Khan ndashparticipants in the roundtable Kirat Kaur Junie Deacutesil Gary KinsmanRetrieved Jan 22 2008httpuppingtheantiorgnode1380
Williams C (2003) ldquoSeeking Cultural Competence What Is It How Do You Develop It and How DoYou Know When Yoursquove Got Itrdquo In WShera (Ed) Emerging Perspectives on Anti-Oppressive Practice(pp 265 - 278) Toronto Canadian Scholarsrsquo Press Inc
- Front Page1-1
- ManualModEN2
- ManualModEN3
- ManualModENCon
-
Appendices
34
Remember that resolving conflict does not necessarily mean that a person will change their view-point or opinion A resolution of conflict implies that each party has had the opportunity to sharetheir perspective be heard have opportunity for discussion and then have closure
How we deal with our colleagues when we have a different opinion or viewpoint can either open usup to new learning or shut us down The following are some key points to keep in mind
i Recognize that conflict is a healthy part of communication if all parties understand theirresponsibilities in the process
ii Parties should approach the process with the idea of creating a learning environmentiii Parties should be prepared to listen to each other ndash that is really listen without interrupt-
ing or preparing your argument in your headiv If you are challenging a statement made by another person ndash it is important to state
concisely where you believe the problem lies and if it furthers the learning moment tostate the impact on yourself
v Do not belabor the point or make comments about the otherrsquos motivation for the state-ment (ie They are ignorant bigoted etc)
vi The person who has been challenged should take away the information to think aboutwhere their learning lies ndash the statement back to the challenger should include how youwill approach the information that was shared with you from the other person
vii If you do not agree with the challengerrsquos view ndash further dialogue may be necessaryviii State your own view and where you believe the problem liesix Each person is responsible to think critically about the otherrsquos view with a goal of finding
common ground andor compromise andor the decision to agree to disagree ndash which isallowing space for differing points of view
x It is important that both parties do not disengage from the process by complaining orexpressing dissatisfaction about the other person to other people ndash that kind of behaviorlowers the integrity of the process and the party who engages in it
xi Try to understand each otherrsquos perspective without judging the person or making assump-tions about each other
Co-chairs responsibilitiesbull reminding members of the guidelines of conflict resolutionbull arranging time in the agenda to address conflict in the groupbull mediating conversations between the parties in conflictbull negotiating resolutionbull If the conflict is in regards to making a decision The co-chairs should refer to the decision
making guidelines
The guidelines presented above should not be used in situation of discrimination and abuse Inthose situations the committee should follow the procedures in the organizations anti-discriminationor anti-harassment policies
Appe
ndic
es
35
snoitpO snosaeRstifeneBrof
snosaeRsmelborPtsniagA
puorGnoisiceD
rofsnosaeRnoisiceD
Appendix D Sample Decision Making Chart ndash Policy Review Committee
Appendices
36
App
endi
x E
Fra
mew
ork
for p
olic
y re
view
and
dev
elop
men
t
We
deve
lope
d th
is fr
amew
ork
duri
ng th
e fir
st p
hase
of t
his
proj
ect
Its
purp
ose
is to
hel
p or
gani
zatio
ns u
se a
n in
tegr
ated
ant
i-opp
ress
ion
fram
ewor
k ap
proa
ch w
hen
revi
ewin
g an
d de
velo
ping
pol
icie
s
NOITSE
UQ
EG
NELLAH
CES
NOPSE
R
esoprupeht
sitah
Wrodna
ycilopsiht
foerudecorp
erusneotyrassecen
siycilop
aneh
wwonk
ottluciffid
ebn ac
tIruoy
tahterusne
otdna
seicilopyna
moot
gnitaercton
erauoy
ehtgniyfitnedI
stnemetats
gnitcilfnocgnika
mton
e raseicilop
edivorpsalle
wsa
sllaftipeseht
diovapleh
nacesoprup
otyrassecen
eblliw
serudecorptah
wdna
wohot
sanoi tcerid
esoprupeht
teem
bull bull bull bull
ycilopeht
rofelanoitar
ehtedivorP
tnetniytiuqe
ehtyfitnedi
ylraelCseitilibisnopser
evitalsigelyfitnedI
)s(ycilopetairporppa
ehtot
serudecorpkniL
tifycilop
ehtseo
Dycnega
ehtnihti
wnoissi
metad nam
rodnatne
metatsseulav
fotne
metatssfeileb
dna
woH
dnaetadna
mrieht
eniltuotaht
stnemetats
evahseicnega
ynaM
roFetadna
meht
teemlli
wyeht
wohtuoba
sfeilebrieht
elpmaxe
nasi
nemo
wllatsniaga
ecneloivlladne
otelpmaxe
er usneneht
tsum
wolloftaht
seiciloPtne
metatsnoissi
ma
fotsniaga
ecneloivgnitauteprep
tonsi
noitazinagroeht
tahtnoisserppo
ronoisulcxe
fomrof
ehtni
nemo
w
bull bull bull bull bull
fotne
metatsstnemucod
tnavelerllaweiveR
ctetnemetats
noissimetadna
msfeilebeht
stroppusycilop
ehtfi
enimrete
Detadna
mnoissim
seitiugibma
ehtyfitnedI
seulaveht
htiw
st sartnocycilop
ehtfi
enimrete
Dnoitazinagro
ehtfo
ycilopeht
oteka
mnac
uoysegnahc
ehtyfitnedI
tievorp
miot
tifyc ilop
ehtseo
Deht
htiw
snoitazinagronoitisoplacitilop
wo
H
tahtnoitisop
nasitrapa
naem
tonseod
noitisoplacitilopA
ynamrehtaR
ytraplacitilopralucitrap
astroppus
seussiralucitrap
nosnoitisopdepoleved
evahsnoitazinagro
noitazinagrotsini
mefa
ebya
mnoitazinagro
ruoyelp
maxeroF
dluow
serudecorpdna
seicilopruoy
noitazinagrotsini
mefa
sAytiuqe
yapeikro
wemarf
ytilauqesna
mow
awollof
ctestifenebrevigeracyli
mafdednapxe
bull bull
snoitisoplanoitazinagroeht
ssucsiddna
yfitnedItub
nettirwnu
erataht
seussilaicosgnidrager
esohtfo
emoS
noitazinagroruoy
nihtiw
tsixeyap
msireetnulovsvrobal
diapedulcniya
mcteseussi
htlaehlatnemytiuqe
-tne
metatsfeileb
aot
snoitisopetairporppa
ddAtsixe
tonseod
enofi
enoetaerc
ro
Appe
ndic
es
37
NOITSE
UQ
EG
NELLAH
CES
NOPSE
R
teem
ycilopeht
seoD
sdradnatsmu
minim
noitalsigelrobal
fosthgir
namuh
ycavirpnoitalsigelrednufnoit alsigel
dnastne
meergalautcartnoc
rehtostne
meerga
mehtdeecxe
tiseo
D
lautcartnocdna
evitalsigeltee
mylraelc
dluohsseiciloP
nettirw
si)noitalsigel
ytiuqeneve(
noitalsigeLseitilibisnopser
ehtno
desabsi
tahtkro
wemarf
erutluctnani
moda
morfeht
tcetorpot
keesyehT
spuorgsuonego
mohfo
noitpmussa
elpoepfo
sthgireht
ecnavdatonelpoep
dezilanigram
fosthgir
dnoyebog
dluohsseicilopkro
wemarflanoitcesretni
naylppa
oTsdradnatsla
minim
bull bull bull bull
snoitazinagroeht
dnatsrednudna
weiveR
waleht
rednuseitilibisnopser
seitilibisnopserdnatsrednu
dnastcartnoc
weiveRstcartnoc
fos
mreteht
rednullaf
snoitatcepxemu
minim
ehtereh
wyfitnedI
sseccaot
tnemevorp
midna
tnemecnavda
fot rohs
ytiuqedna
lauqetroppus
nacnoitazinagro
ruoysya
wyfitnedI
ytinutroppo
sihtseod
woH
erudecorpycilopeht
tc apmi
snoitazinagrotegdub
fI
mehttne
melpmi
ottcap
miyrategdub
evahod
seicilopyna
Mot
elbissopmi
emoceblli
wycilop
ehtdezingocer
tonsi
sihttub
ycilopdab
asi
tiesuaceb
ton-
dedracsideb
dnawollof
rofdetnuocca
tonere
wnoitatne
melpmi
fostsoc
ehtesuaceb
bull bull bull bull
htiw
detaicossastsoc
ehtllayfitnedI
ycilopeht
fonoitatne
melpmi
ralugerfo
trapera
stsoceht
erehw
yfitnedIedulcni
dluow
reganam
foyralaSei
-ssenisub
noisivrepusffats
stsoclanoitiddayfitne dI
ylgnidroccategduB
otelbisnopser
sioh
Wsi
ycilopsiht
erusnedna
dootsrednudecrofne
elbisnopsersi
ohw
etatsylraelc
tsum
serudecorpdna
seiciloPhcaEssenevitceffe
gnitaulavedna
gnirotinomtuo
gniyrracrof
detatsylraelc
e bdluohs
elorsnosrep
bull bull
diapnudna
diapfo
selorsuoirav
ehtyfitnedI
noitazinagroeht
fosreb
mem
ehttuo
yrraclliw
ohw
srebme
meht
yfitnedIsreb
mem
ehtetaulave
dnaesivrepusserudecorp
ycilopeht
etaulavedna
weiveretaerc
Appendices
38
NOIT
SE
UQ
EG
NELL
AH
CE
SN
OP
SE
R
eht
sita
hW
rof
msina
hcem
lacitirctnial
pm
ockca
bdeef
tegtaht
stnemucod
gnivileb
dluohsserudecorp
dnaseiciloP
ottnatrop
misi
tieroferehT
sevorpmi
gninraelruo
saretteb
rokcabdeef
edivorpnac
detceffaesoht
wohetats
yl raelcro
elbaeganamnu
evitceffenievorp
yehtneh
wfinialp
mocevisserppo
bull bull bull
seifitnediylraelc
tahtycilop
stnialpmoc
aetaer
Csreb
mem
diapnudna
diaprof
ssecorpeht
srebme
mytinu
mmoc
dnastneilcsresu
ecivrestI
elbisseccas i
ssecorpstnialp
moceht
erusnEyllacisyhp
nacsklof
erehw
decalpeb
dluohselbissecca
tnereffidni
dereffodna
tissecca
nialpraelc
ninettir
web
osladluohs
tIsta
mrofelpoep
ybdessecca
ebnac
titaht
osegaugnal
slevelycaretil
suoir avhti
wycilop
ehtrof
kcabdeefrof
ssecorpeht
yfitnedI
weiver
eb
ycilo
pe
htlli
ww
oH
otdetaci
nu
mm
oce
blli
wo
hw
eso
ht ti
yb
detceffa
ehtyb
detceffeesoht
llaot
tnediveeb
dluohscorpseiciloP
tnatropmi
sinoitacinu
mmoc
fonalp
agnitaer
Cse
moctuobull bull bull bull bull bull
elbisnopsereb
lliw
ohw
elpoepeht
folla
yfitnedIeb
lliw
ohw
esohtdna
noitatnemelp
mirof
noitatnem elp
mieht
ybdetcap
misdnik
tnereffideht
sseccafo
stniopeht
yfitnedIyrassecen
sseccafo
sepytdna
noitatnemelp
mirof
elbisnopseresoht
llaerusnE
seitilibisnopserrieht
tuobaraelc
eraot
ycilopetacinu
mmoc
otnalp
ehtyfitnedI
s rebme
mytinu
mmoc
dnastneilcsresu
ecivresrehto
dnaegaugnal
ycaretilsserdd
Aseussi
ytilibisseccaseussi
eseh tsserdda
otnalp
aetaer
C
Appe
ndic
es
39
NOITSE
UQ
EG
NELLAH
CES
NOPSE
R
weivereht
sitah
Weludehcs
ehtodlli
woh
W
weiver
deweiver
ebdluohs
stnemucod
gnivilsa
serudecorpdna
seiciloPdluohs
ssecorpehT
tnemevorp
mirof
yltnetsisnocdna
ylralugernI
kcabdeefrof
ytinutroppoedivorp
otsa
oseludehcs
aedulcni
dnaseicilop
ehtyb
detceffaesohtlla
morftupni
tegot
redrotahtnesohc
rodetov
ebdluohs
sreweiver
fomaet
aserudecorp
sevitcepsrepfo
esabdaorb
atneserper
bull bull bull
roylraey-
seicilopfo
weiverrof
enile
mita
teSylraey-ib
ebdluohs
tahtspuorg
redlohekatseht
yfitnedIytisrevid
otnoitnetta
htiw
weivereht
nidevlovni
dnassenevitceffe
ehtssessa
otsloot
edivorPycilop
hcaefo
ytiuqe
ycilopsiht
seoD
egnellahclahcrairtap
laicosevisserppo
wo
Hs
mron
gnignellahcflesti
nisi
krowe
marfdetargetni
nagniylppA
neebevah
sufo
ynam
sareve
woHs
mronerutluc
tnanimod
morftrats
dluohse
wsdradnats
naciremA
htroN
ybdenoitidnoc
nide
marfeblli
wserudecorp
dnaseicilop
ruotaht
esimerp
ehtksa
otevah
ew
eroferehTsfeileb
dnaseulav
erutluctnani
modgnidlohpu
tonera
ew
erusnetaht
snoitseuqfo
seiresa
sevle sruonoisserppo
fos
metsysdehcnertne
bull bull bull bull bull bull bull
noisserppodna
yhcrairtapfo
seussieht
yfitnedIycilop
hcaeni
tnerehninihti
wseussi
esehtegnellahc
otwoh
ezigetartSnoitazinagro
ruoygnika
mnoisiced
ehtni
ycnerapsnarteht
weiveRsessecorp
seodtah
Weisevlesruoyrof
snoitseuqetaerC
noitazinagroruo
niekil
koolre
wopycilop
ehtmorf
stifeneboh
wyfitnedI
revore
wopa
dlohpuseicilop
hcihw
enimrete
Dkro
wemarf
emit-lluf
derihsteg
ohWei
-snoitseuq
ksAsi
erehW
denimreted
sihtsi
woH
emit-trap
senimreted
ohW
tegdubeht
nitneps
yenom
seitiroirp
Appendices
40
NOITSE
UQ
EG
NELLAH
CES
NOPSE
R
ehteblli
wtah
Wno
tcapmilaitnereffid
spuorgdezilanigra
m
dnatsrednuot
tnatropmi
sitI
emas
ehtnae
mton
seodlauqEyfitnedi
otspuorg
tnereffidno
seicilopfo
stcapmi
suoiraveht
foytilibissecca
troppusot
wohdna
eilsreirrab
ehtereh
wspuorg
suoiravrof
secivresdna
tnemyolp
me
bull bull bull bull
fos
mitcivera
ohw
elpoepfo
spuorgyfitnedI
noisserppoci
metsysspuorg
suoiravno
stcapmi
ehtyfitnedI
dnaytiuqe
ecnavdataht
stcapmi
hsiugnitsiD
tonod
tahtesoht
sseccaot
sreirrabegnahc
otsya
wezigetartS
ycilopehtlli
wwo
Hnoisserppo
egnellahcnoisserppo
cimetsys
rofseicilop
weiveR bullmsicar
bullaibohpo
mohmsixesoreteh
bullmsielba
bullmsiega
bullmsixes
bullmsirtneconhte
bullmsissalc
bullmsiti
mes-itnabull
msibarA-itnabull
noitanimircsid
suoigilerbull
msilainoloc
bull bull bull
tsrifnretse
wa
sahycilop
ehtfi
enimrete
D
weivdlro
wtuoba
noitpmussa
narof
ycilopeht
ssessAnoitautis
cimonoce-oicos
dnaegaugnalytilibafo
secnereferrof
egaugnaleht
weiveRsnoitp
mussasuoigilernoitazinoloc
Appe
ndic
es
Appendix F Glossary of Anti-Oppression Terms
Ableism Prejudice and discrimination against people living with mental emotional and physicaldisabilities or differences People living with disabilities experience this discrimination segrega-tion and isolation because of peoplersquos prejudices and institutional barriers not because of thedisability or difference itself Deaf Deafened and Hard of hearing people historically have experi-enced systemic ableist oppression as well
Anti-Semitism Discrimination or violence against Jews Judaism and the cultural intellectualand religious heritage of Jewish people The word Semite literally refers to ldquoany of the peoplessupposed to be descended from Shem son of Noah especially the Jews Arabs Assyrians andPhoeniciansrdquo However Anti-Semitism is mostly used to refer to prejudice discrimination andviolence directed at Jews
Class Economic and social groups People in the higher classes make decisions about theeconomy while other people work for wages or are kept out of the economy The things that markdifferences between classes include peoplersquos ability to meet their basic needs their level ofincome wealth and formal education and their connections with people and institutions thathave influence and power In the current economic structure rich people got their wealth bytaking advantage of people at the bottom and middle of the class structure
Classism Any practices and beliefs that judge and value people according to their social class orthe social class that other people assume they belong to Most workplaces use classist languagethat reflects and reinforces the social hierarchy For example they undervalue the work of sup-port staff and decisions do not include the knowledge and opinions of these workers
Colonialism When a foreign power dominates and exploits an indigenous group by taking theirland and resources and using them as cheap labor in order to make money It also means spe-cific era between the 1700s and 1900s when European countries expanded into the Americasand countries of the global South In Europe people justified these practices using racial doc-trines These ideas about hierarchies of race are still widespread Uncovering and challengingthe ideas and ongoing practices of colonialism are important parts of racial equity work
Culture The collective experience beliefs values knowledge economy and ways of life of agroup of people who share past or current experiences Culture changes constantly it is notstatic Every culture is shaped by the land and spaces people inhabit together Individual andgroup culture can also be shaped by language religion racialization gender experiences ofmigration and immigration social class political affiliation family influences age sexual orien-tation geographic origin ethnicity experiences of discrimination or lack of discrimination andexperiences fighting oppression
Disenfranchised Not having full rights as a citizen or not being able to fully participate as amember of the community
41
Appendices
Dominant Culture The beliefs values and judgments of groups with social power The dominantculture is created and maintained by people in the dominant social group People who do notbelong to the dominant group often believe that these values beliefs and judgments are trueinstead of seeing how they reflect the interests of people in power
Dominant group People whose social identity gives them power and privilege In most parts ofCanada dominant identities are White male English-speaking heterosexual able-bodied Chris-tian affluent and middle class thirty to sixty-five years of age university educated from centralCanada Many people have one or more dominant identities
Equity Peoplersquos rights as individuals or members of a group to an equitable share of theresources and influence in society Equity work analyses and challenges unfair systems andpractices and works towards creating outcomes and access that benefit people equally
Exploitation Taking unfair advantage of a person or a group for onersquos own gain or advantageExploitation can be systematic or individual
First Nations A term that reflects the process some Aboriginal peoples in Canada have used toname themselves The word ldquofirstrdquo recognizes the fact that Aboriginal peoples are the originalinhabitants of what is now called Canada The word ldquonationrdquo stresses the fact that Aboriginalpeoples are political collectives who had their own forms of government before Europeans beganto settle here Many First Nations peoples are fighting to re-establish that sovereigntybull The term also refers to a group of Aboriginal people who were previously called a ldquoBandrdquo by
the Department of Indian Affairsbull ldquoFirst Nationrdquo can also mean a group or several groups of Aboriginal people who have the
same ethno-cultural background
Gender identity Features that are tied to how an individual thinks of themselves as a man or awoman A personrsquos gender identity may not be the same as their biological sex
Gender roles The culturally specific behaviors and appearances constructed by a culture todefine what is expected of women and men The expectations of femininity and masculinity areimposed on individuals according to their biological sex
Harassment Persistent ongoing behavior conveying negative attitudes towards an individual orgroup to make them feel intimidated and humiliated Harassment is an exercise of power Itincludes any action that a person knows or should know is not welcome Harassment includesname-calling jokes slurs graffiti insults threats rudeness and crude gestures verbal or physi-cal abuse Human Rights Codes in most provinces prohibit harassment based on race religionsex ethnicity and the other prohibited grounds for discrimination
Heterosexism All practices that convey the message that heterosexuals are better than otherpeople including the assumption that everyone is or must be heterosexual It operates like otherforms of prejudice and discrimination giving privilege and rights to members of the dominantgroupndashheterosexualsndashand not to gay or lesbian people
42
Appe
ndic
es
Hierarchy A system that gives individuals or groups different positions and power People andgroups with a higher rank have more power resources and value than individuals or groups witha lower rank For example in a patriarchy men are given more value than women
Immigrants People who have arrived and settled in Canada in their lifetime Sometimes peopleuse the word incorrectly to refer to Canadian-born racialized people because they assume thatall racialized people were born elsewhere
Inclusive Making sure that all members of the community are represented or involved in allaspects of the community
Integrated Combining information and values from a variety of people and sources in order toget a fuller result that is more inclusive
Islamaphobia The systemic ways and individual practices of racism that target Arab people andhave particular impact on them Some examples include negative stereotyping of Muslim peopledepicting Islam as essentially violent and fundamentalist assuming that all Arabs are Muslimand all Muslims are Arabs
Landed immigrant Persons with legal status who are permanent residents of Canada ratherthan visitors refugee claimants temporary workers or citizens
Marginalization A process that keeps groups or individual from having access to all or part ofthe resources and activities of the community
Oppression When one social group takes advantage of another social group either knowinglyor unconsciously Oppression gives the dominant group privilege and marginalizes anddisenfranchises the subordinated group The dominant social group can use force or social insti-tutions and resources to achieve oppression After a time individual members of the dominantgroup do not need to do anything and unequal treatment becomes so much a part of the socialinstitutions and structures that it seems normal
People of colour Any person who is not White or Aboriginal This term was first adopted in theUnited States by racialized people who were trying to name themselves with a positive identityrather than as ldquonon-whitesrdquo ldquocolouredrdquo ldquoethnicsrdquo or ldquovisible minoritiesrdquo
Privilege Unearned power that gives members of the dominant group economic social andpolitical advantages Privilege also means rights that everyone should have but that are deniedto some people
Racism Any aspect of Canadian society that openly or subtly makes White people and Whitenessnormal and valuable while making racialized communities invisible or devaluing stereotypingand labeling people of colour as ldquoothersrdquo who are different or inferior
43
Appendices
Individual racism The beliefs attitudes and actions of individuals that support or maintainracism Individual racism can be conscious or unconscious It can be active or passive
Institutional racism The network of structures policies and practices in systems and institutionsthat give White people advantages and that discriminate oppress and disadvantage racializedpeople
RacializationRacialized Racial identities are not fixed categories They are shaped by historynationality gender class and identity politics Racial designations often differ from country tocountry The term racialization or racialized makes explicit the ways in which we are socialized todifferentiate groups of people on the basis of superficial physical characteristics where White isthe norm It emphasizes the active process of categorizing people while at the same time reject-ing ldquoracerdquo as a scientific category
Refugee Persons who have to flee their country because they have a ldquowell-foundedrdquo fear ofpersecution based on race religion nationality political opinion or membership in a particularsocial group
Religious discrimination Any institutional or individual practices that exclude and discriminateagainst a person because of their religion In Canada many workplaces do not provide equitablyfor all religions Recently the Supreme Court has ruled that employers must accommodate em-ployees whose religious observances are not recognized in the Christian-based statutory holidayssuch as Easter and Christmas Religious discrimination is often linked to other forms of discrimi-nation For example Irish Catholics were often marked by their class ethnic origins and lan-guage as well as their Catholicism Racialized Muslims often experience racism mixed withreligious discrimination
Sexism Systemic and individual practices that give men privilege make women subordinate andthat shame values identified with women
Social Location or Social Identity A personrsquos membership in a socially constructed groupThese groups are often identified according to superficial characteristics such as skin colourcountry of origin religious beliefs body form etc
Structural This approach to equity work believes that the thoughts and behaviors of the indi-vidual are created and guided by various social structures such as capitalism andor neo-liberal-ism and are therefore limited The focus for change is raising awareness of the limits and chal-lenging the structures
Systemic racism The conscious or unconscious policies procedures and practices that excludemarginalize and exploit racialized people Systemic racism is supported by institutional powerand by powerful ideas often unexamined ones which make racism look normal and justified Forexample institutions that do not have effective complaints procedures or performance appraisaland promotion processes that use equity competencies make it possible for individuals to beracist
44
Appe
ndic
es
45
Transgender person A person who is not comfortable with or who rejects some or all of thegender identity given to their biological sex This is an umbrella terms used to describe trans-sexuals transvestites or cross-dressers and intersex people
Transsexual Someone who has a very strong feeling that they are living in the wrong sex A maletranssexual needs to live as a woman and a female transsexual needs to live as a man Somebut not all transsexuals have surgery to reassign their sex Some have procedures to partiallyreassign their sex and some use hormone therapy A transsexual can be heterosexual homo-sexual or bisexualWhite Refers to people belonging to the dominant racial group enjoy skin privilege in NorthAmerica Australia New Zealand and anywhere European colonialism has created racial inequityThe term ldquoWhiterdquo is capitalized for different reasons than other racial designations ndash Aboriginaland Black The latter identities are claimed with pride in opposition to the names imposed bydominant White society One of the ways that racism operates is to leave the racial identity ofWhite people unidentified ldquoWhiterdquo is capitalized to interrupt the privilege of having Whitenessgo unnamed
White Supremacy A system based on assumption of the ldquorightness of Whitenessrdquo in whichpolitical economic and social systems result in White people having more privilege and powerthan racialized people
many of the terms in the glossary were adapted with permission from Dancing on Live Embers ChallengingRacism in Organization by Tina Lopes and Barb Thomas Toronto Between the Lines 2006
Appendices
Appendix G Focus Group Findings
The following points are the relevant themes that emerged from the focus groups The groups wereasked to answer the following questions
1 How well has your organization and the various sectors practiced an integrated approach to anti- oppression
bull overall feeling that most are doing pretty good workbull some feel frustrated that the policies etc are not fully put into practice by all staff at an
agencybull feeling that the work is silorsquod and separated ndash working on one oppression at a timebull that the work is framed from a white middle class perspectivebull the work is not happening fast or often enough ndash ie deaf woman services gaps and barriers
2 What are the effective practices in the various areas ie policies programming outreach training org development
bull be committed inventive constantly evolve vigilantbull open to change pushing for changebull inclusion at all levels of an organization working together on committees and groupsbull engage diversity responsive to different needs
3 Where are the challengesbull funding shortages piecemeal and targeted on specific groups onlybull lack of accountability lack of clear policies and proceduresbull lack of inclusivity and diversitybull lack of time to be together communicate etcworkloads of service providersbull silorsquod workbull systemic exclusion internal and societal institutions
4 Visions and suggestions for changebull core guidelines with key values ndash written down and put into practicebull accountability in staff and managementbull commitment from all levelsbull everyone open to challengebull look at themes not populationsbull community drivenbull training and toolsbull fully funded and supported by structures
5 Who would take up the facilitation of changebull not one personbull coalitionsbull community groupsbull all levels of organization including service users
46
Appe
ndic
es
Recommendation(s)
a Conduct a review of existing policies procedures and practices that organizations feel repre-sent their best efforts of an integrative anti-oppressive framework
b Working groups should be created to develop the most effective integrative policies andprograms The groups should include diverse members from different social locations com-munities and be representative of all levels of the organization including service users
c Organizations must support this work by allocating time personnel and resourcesd Organizations must demonstrate commitment to the work by reviewing all policies proce-
dures and programs through the lense of an integrative anti-oppressive frameworke A tool kit should include templates of policies and procedures to simplify the writing of work
done by the committeesworking groupf This work is not static and must be revisited regularly in order to incorporate new informa-
tiong Organizations should offer regular training and workshops on how to put an integrative anti-
oppression framework into practiceh Organizations must hold staff and volunteers accountable to adhering to agency practice by
offering training and supervision including key values in mandate and mission statementsand integrative anti-oppressive practices in personnel and volunteer policies
Focus group participants
The following organizations participated in focus groups in 2005-06 for the Integrative Anti-Oppression Project
Woman Abuse CouncilFCJ Refugee Centre519 Community CentreNelliersquosSpringtidersquos Women with Disabilities ProgramToronto Rape Crisis CentreMulticultural Women Against RapeCentral Neighbourhood HouseAccess Alliance Multicultural Community Health CentreA Commitment to Training and Employment for Women (ACTEW)Arab Community Centre of TorontoAssaulted Womenrsquos HelplineBarbara Schlifer Counselling ClinicBlack Creek Community Health CentreCentral Family IntakeErnestine Womenrsquos ShelterFamily Services AssociationFlemingdon Neighborhood ServicesKorean Canadian Womenrsquos Association
47
Appendices
Macaulay Child Development CentreSt Christopherrsquos HouseSt Joseph Womenrsquos Health CentreSt Michael HospitalStonegate Community Health CentreUrban Alliance on Race RelationsWomenrsquos Counselling Referral and Education CentreYorktown ShelterYWCA
48
Appendix H References
Dancing on Live Embers Challenging Racism in Organizations Tina Lopes and Barb Thomas Be-tween the Lines Toronto 2006
Campbell C (2003) Anti-oppressive social work Promoting equity and Social Justice Editor DrCarolyn Campbell Halifax Nova Scotia Dalhousie UniversityRetrieved Jan 22 2008httpaoswsocialworkdalcawhatisaoswhtml
Roundtable on Anti-Oppression Politics in Anti-Capitalist Movements Edited by Sharmeen Khan ndashparticipants in the roundtable Kirat Kaur Junie Deacutesil Gary KinsmanRetrieved Jan 22 2008httpuppingtheantiorgnode1380
Williams C (2003) ldquoSeeking Cultural Competence What Is It How Do You Develop It and How DoYou Know When Yoursquove Got Itrdquo In WShera (Ed) Emerging Perspectives on Anti-Oppressive Practice(pp 265 - 278) Toronto Canadian Scholarsrsquo Press Inc
- Front Page1-1
- ManualModEN2
- ManualModEN3
- ManualModENCon
-
Appe
ndic
es
35
snoitpO snosaeRstifeneBrof
snosaeRsmelborPtsniagA
puorGnoisiceD
rofsnosaeRnoisiceD
Appendix D Sample Decision Making Chart ndash Policy Review Committee
Appendices
36
App
endi
x E
Fra
mew
ork
for p
olic
y re
view
and
dev
elop
men
t
We
deve
lope
d th
is fr
amew
ork
duri
ng th
e fir
st p
hase
of t
his
proj
ect
Its
purp
ose
is to
hel
p or
gani
zatio
ns u
se a
n in
tegr
ated
ant
i-opp
ress
ion
fram
ewor
k ap
proa
ch w
hen
revi
ewin
g an
d de
velo
ping
pol
icie
s
NOITSE
UQ
EG
NELLAH
CES
NOPSE
R
esoprupeht
sitah
Wrodna
ycilopsiht
foerudecorp
erusneotyrassecen
siycilop
aneh
wwonk
ottluciffid
ebn ac
tIruoy
tahterusne
otdna
seicilopyna
moot
gnitaercton
erauoy
ehtgniyfitnedI
stnemetats
gnitcilfnocgnika
mton
e raseicilop
edivorpsalle
wsa
sllaftipeseht
diovapleh
nacesoprup
otyrassecen
eblliw
serudecorptah
wdna
wohot
sanoi tcerid
esoprupeht
teem
bull bull bull bull
ycilopeht
rofelanoitar
ehtedivorP
tnetniytiuqe
ehtyfitnedi
ylraelCseitilibisnopser
evitalsigelyfitnedI
)s(ycilopetairporppa
ehtot
serudecorpkniL
tifycilop
ehtseo
Dycnega
ehtnihti
wnoissi
metad nam
rodnatne
metatsseulav
fotne
metatssfeileb
dna
woH
dnaetadna
mrieht
eniltuotaht
stnemetats
evahseicnega
ynaM
roFetadna
meht
teemlli
wyeht
wohtuoba
sfeilebrieht
elpmaxe
nasi
nemo
wllatsniaga
ecneloivlladne
otelpmaxe
er usneneht
tsum
wolloftaht
seiciloPtne
metatsnoissi
ma
fotsniaga
ecneloivgnitauteprep
tonsi
noitazinagroeht
tahtnoisserppo
ronoisulcxe
fomrof
ehtni
nemo
w
bull bull bull bull bull
fotne
metatsstnemucod
tnavelerllaweiveR
ctetnemetats
noissimetadna
msfeilebeht
stroppusycilop
ehtfi
enimrete
Detadna
mnoissim
seitiugibma
ehtyfitnedI
seulaveht
htiw
st sartnocycilop
ehtfi
enimrete
Dnoitazinagro
ehtfo
ycilopeht
oteka
mnac
uoysegnahc
ehtyfitnedI
tievorp
miot
tifyc ilop
ehtseo
Deht
htiw
snoitazinagronoitisoplacitilop
wo
H
tahtnoitisop
nasitrapa
naem
tonseod
noitisoplacitilopA
ynamrehtaR
ytraplacitilopralucitrap
astroppus
seussiralucitrap
nosnoitisopdepoleved
evahsnoitazinagro
noitazinagrotsini
mefa
ebya
mnoitazinagro
ruoyelp
maxeroF
dluow
serudecorpdna
seicilopruoy
noitazinagrotsini
mefa
sAytiuqe
yapeikro
wemarf
ytilauqesna
mow
awollof
ctestifenebrevigeracyli
mafdednapxe
bull bull
snoitisoplanoitazinagroeht
ssucsiddna
yfitnedItub
nettirwnu
erataht
seussilaicosgnidrager
esohtfo
emoS
noitazinagroruoy
nihtiw
tsixeyap
msireetnulovsvrobal
diapedulcniya
mcteseussi
htlaehlatnemytiuqe
-tne
metatsfeileb
aot
snoitisopetairporppa
ddAtsixe
tonseod
enofi
enoetaerc
ro
Appe
ndic
es
37
NOITSE
UQ
EG
NELLAH
CES
NOPSE
R
teem
ycilopeht
seoD
sdradnatsmu
minim
noitalsigelrobal
fosthgir
namuh
ycavirpnoitalsigelrednufnoit alsigel
dnastne
meergalautcartnoc
rehtostne
meerga
mehtdeecxe
tiseo
D
lautcartnocdna
evitalsigeltee
mylraelc
dluohsseiciloP
nettirw
si)noitalsigel
ytiuqeneve(
noitalsigeLseitilibisnopser
ehtno
desabsi
tahtkro
wemarf
erutluctnani
moda
morfeht
tcetorpot
keesyehT
spuorgsuonego
mohfo
noitpmussa
elpoepfo
sthgireht
ecnavdatonelpoep
dezilanigram
fosthgir
dnoyebog
dluohsseicilopkro
wemarflanoitcesretni
naylppa
oTsdradnatsla
minim
bull bull bull bull
snoitazinagroeht
dnatsrednudna
weiveR
waleht
rednuseitilibisnopser
seitilibisnopserdnatsrednu
dnastcartnoc
weiveRstcartnoc
fos
mreteht
rednullaf
snoitatcepxemu
minim
ehtereh
wyfitnedI
sseccaot
tnemevorp
midna
tnemecnavda
fot rohs
ytiuqedna
lauqetroppus
nacnoitazinagro
ruoysya
wyfitnedI
ytinutroppo
sihtseod
woH
erudecorpycilopeht
tc apmi
snoitazinagrotegdub
fI
mehttne
melpmi
ottcap
miyrategdub
evahod
seicilopyna
Mot
elbissopmi
emoceblli
wycilop
ehtdezingocer
tonsi
sihttub
ycilopdab
asi
tiesuaceb
ton-
dedracsideb
dnawollof
rofdetnuocca
tonere
wnoitatne
melpmi
fostsoc
ehtesuaceb
bull bull bull bull
htiw
detaicossastsoc
ehtllayfitnedI
ycilopeht
fonoitatne
melpmi
ralugerfo
trapera
stsoceht
erehw
yfitnedIedulcni
dluow
reganam
foyralaSei
-ssenisub
noisivrepusffats
stsoclanoitiddayfitne dI
ylgnidroccategduB
otelbisnopser
sioh
Wsi
ycilopsiht
erusnedna
dootsrednudecrofne
elbisnopsersi
ohw
etatsylraelc
tsum
serudecorpdna
seiciloPhcaEssenevitceffe
gnitaulavedna
gnirotinomtuo
gniyrracrof
detatsylraelc
e bdluohs
elorsnosrep
bull bull
diapnudna
diapfo
selorsuoirav
ehtyfitnedI
noitazinagroeht
fosreb
mem
ehttuo
yrraclliw
ohw
srebme
meht
yfitnedIsreb
mem
ehtetaulave
dnaesivrepusserudecorp
ycilopeht
etaulavedna
weiveretaerc
Appendices
38
NOIT
SE
UQ
EG
NELL
AH
CE
SN
OP
SE
R
eht
sita
hW
rof
msina
hcem
lacitirctnial
pm
ockca
bdeef
tegtaht
stnemucod
gnivileb
dluohsserudecorp
dnaseiciloP
ottnatrop
misi
tieroferehT
sevorpmi
gninraelruo
saretteb
rokcabdeef
edivorpnac
detceffaesoht
wohetats
yl raelcro
elbaeganamnu
evitceffenievorp
yehtneh
wfinialp
mocevisserppo
bull bull bull
seifitnediylraelc
tahtycilop
stnialpmoc
aetaer
Csreb
mem
diapnudna
diaprof
ssecorpeht
srebme
mytinu
mmoc
dnastneilcsresu
ecivrestI
elbisseccas i
ssecorpstnialp
moceht
erusnEyllacisyhp
nacsklof
erehw
decalpeb
dluohselbissecca
tnereffidni
dereffodna
tissecca
nialpraelc
ninettir
web
osladluohs
tIsta
mrofelpoep
ybdessecca
ebnac
titaht
osegaugnal
slevelycaretil
suoir avhti
wycilop
ehtrof
kcabdeefrof
ssecorpeht
yfitnedI
weiver
eb
ycilo
pe
htlli
ww
oH
otdetaci
nu
mm
oce
blli
wo
hw
eso
ht ti
yb
detceffa
ehtyb
detceffeesoht
llaot
tnediveeb
dluohscorpseiciloP
tnatropmi
sinoitacinu
mmoc
fonalp
agnitaer
Cse
moctuobull bull bull bull bull bull
elbisnopsereb
lliw
ohw
elpoepeht
folla
yfitnedIeb
lliw
ohw
esohtdna
noitatnemelp
mirof
noitatnem elp
mieht
ybdetcap
misdnik
tnereffideht
sseccafo
stniopeht
yfitnedIyrassecen
sseccafo
sepytdna
noitatnemelp
mirof
elbisnopseresoht
llaerusnE
seitilibisnopserrieht
tuobaraelc
eraot
ycilopetacinu
mmoc
otnalp
ehtyfitnedI
s rebme
mytinu
mmoc
dnastneilcsresu
ecivresrehto
dnaegaugnal
ycaretilsserdd
Aseussi
ytilibisseccaseussi
eseh tsserdda
otnalp
aetaer
C
Appe
ndic
es
39
NOITSE
UQ
EG
NELLAH
CES
NOPSE
R
weivereht
sitah
Weludehcs
ehtodlli
woh
W
weiver
deweiver
ebdluohs
stnemucod
gnivilsa
serudecorpdna
seiciloPdluohs
ssecorpehT
tnemevorp
mirof
yltnetsisnocdna
ylralugernI
kcabdeefrof
ytinutroppoedivorp
otsa
oseludehcs
aedulcni
dnaseicilop
ehtyb
detceffaesohtlla
morftupni
tegot
redrotahtnesohc
rodetov
ebdluohs
sreweiver
fomaet
aserudecorp
sevitcepsrepfo
esabdaorb
atneserper
bull bull bull
roylraey-
seicilopfo
weiverrof
enile
mita
teSylraey-ib
ebdluohs
tahtspuorg
redlohekatseht
yfitnedIytisrevid
otnoitnetta
htiw
weivereht
nidevlovni
dnassenevitceffe
ehtssessa
otsloot
edivorPycilop
hcaefo
ytiuqe
ycilopsiht
seoD
egnellahclahcrairtap
laicosevisserppo
wo
Hs
mron
gnignellahcflesti
nisi
krowe
marfdetargetni
nagniylppA
neebevah
sufo
ynam
sareve
woHs
mronerutluc
tnanimod
morftrats
dluohse
wsdradnats
naciremA
htroN
ybdenoitidnoc
nide
marfeblli
wserudecorp
dnaseicilop
ruotaht
esimerp
ehtksa
otevah
ew
eroferehTsfeileb
dnaseulav
erutluctnani
modgnidlohpu
tonera
ew
erusnetaht
snoitseuqfo
seiresa
sevle sruonoisserppo
fos
metsysdehcnertne
bull bull bull bull bull bull bull
noisserppodna
yhcrairtapfo
seussieht
yfitnedIycilop
hcaeni
tnerehninihti
wseussi
esehtegnellahc
otwoh
ezigetartSnoitazinagro
ruoygnika
mnoisiced
ehtni
ycnerapsnarteht
weiveRsessecorp
seodtah
Weisevlesruoyrof
snoitseuqetaerC
noitazinagroruo
niekil
koolre
wopycilop
ehtmorf
stifeneboh
wyfitnedI
revore
wopa
dlohpuseicilop
hcihw
enimrete
Dkro
wemarf
emit-lluf
derihsteg
ohWei
-snoitseuq
ksAsi
erehW
denimreted
sihtsi
woH
emit-trap
senimreted
ohW
tegdubeht
nitneps
yenom
seitiroirp
Appendices
40
NOITSE
UQ
EG
NELLAH
CES
NOPSE
R
ehteblli
wtah
Wno
tcapmilaitnereffid
spuorgdezilanigra
m
dnatsrednuot
tnatropmi
sitI
emas
ehtnae
mton
seodlauqEyfitnedi
otspuorg
tnereffidno
seicilopfo
stcapmi
suoiraveht
foytilibissecca
troppusot
wohdna
eilsreirrab
ehtereh
wspuorg
suoiravrof
secivresdna
tnemyolp
me
bull bull bull bull
fos
mitcivera
ohw
elpoepfo
spuorgyfitnedI
noisserppoci
metsysspuorg
suoiravno
stcapmi
ehtyfitnedI
dnaytiuqe
ecnavdataht
stcapmi
hsiugnitsiD
tonod
tahtesoht
sseccaot
sreirrabegnahc
otsya
wezigetartS
ycilopehtlli
wwo
Hnoisserppo
egnellahcnoisserppo
cimetsys
rofseicilop
weiveR bullmsicar
bullaibohpo
mohmsixesoreteh
bullmsielba
bullmsiega
bullmsixes
bullmsirtneconhte
bullmsissalc
bullmsiti
mes-itnabull
msibarA-itnabull
noitanimircsid
suoigilerbull
msilainoloc
bull bull bull
tsrifnretse
wa
sahycilop
ehtfi
enimrete
D
weivdlro
wtuoba
noitpmussa
narof
ycilopeht
ssessAnoitautis
cimonoce-oicos
dnaegaugnalytilibafo
secnereferrof
egaugnaleht
weiveRsnoitp
mussasuoigilernoitazinoloc
Appe
ndic
es
Appendix F Glossary of Anti-Oppression Terms
Ableism Prejudice and discrimination against people living with mental emotional and physicaldisabilities or differences People living with disabilities experience this discrimination segrega-tion and isolation because of peoplersquos prejudices and institutional barriers not because of thedisability or difference itself Deaf Deafened and Hard of hearing people historically have experi-enced systemic ableist oppression as well
Anti-Semitism Discrimination or violence against Jews Judaism and the cultural intellectualand religious heritage of Jewish people The word Semite literally refers to ldquoany of the peoplessupposed to be descended from Shem son of Noah especially the Jews Arabs Assyrians andPhoeniciansrdquo However Anti-Semitism is mostly used to refer to prejudice discrimination andviolence directed at Jews
Class Economic and social groups People in the higher classes make decisions about theeconomy while other people work for wages or are kept out of the economy The things that markdifferences between classes include peoplersquos ability to meet their basic needs their level ofincome wealth and formal education and their connections with people and institutions thathave influence and power In the current economic structure rich people got their wealth bytaking advantage of people at the bottom and middle of the class structure
Classism Any practices and beliefs that judge and value people according to their social class orthe social class that other people assume they belong to Most workplaces use classist languagethat reflects and reinforces the social hierarchy For example they undervalue the work of sup-port staff and decisions do not include the knowledge and opinions of these workers
Colonialism When a foreign power dominates and exploits an indigenous group by taking theirland and resources and using them as cheap labor in order to make money It also means spe-cific era between the 1700s and 1900s when European countries expanded into the Americasand countries of the global South In Europe people justified these practices using racial doc-trines These ideas about hierarchies of race are still widespread Uncovering and challengingthe ideas and ongoing practices of colonialism are important parts of racial equity work
Culture The collective experience beliefs values knowledge economy and ways of life of agroup of people who share past or current experiences Culture changes constantly it is notstatic Every culture is shaped by the land and spaces people inhabit together Individual andgroup culture can also be shaped by language religion racialization gender experiences ofmigration and immigration social class political affiliation family influences age sexual orien-tation geographic origin ethnicity experiences of discrimination or lack of discrimination andexperiences fighting oppression
Disenfranchised Not having full rights as a citizen or not being able to fully participate as amember of the community
41
Appendices
Dominant Culture The beliefs values and judgments of groups with social power The dominantculture is created and maintained by people in the dominant social group People who do notbelong to the dominant group often believe that these values beliefs and judgments are trueinstead of seeing how they reflect the interests of people in power
Dominant group People whose social identity gives them power and privilege In most parts ofCanada dominant identities are White male English-speaking heterosexual able-bodied Chris-tian affluent and middle class thirty to sixty-five years of age university educated from centralCanada Many people have one or more dominant identities
Equity Peoplersquos rights as individuals or members of a group to an equitable share of theresources and influence in society Equity work analyses and challenges unfair systems andpractices and works towards creating outcomes and access that benefit people equally
Exploitation Taking unfair advantage of a person or a group for onersquos own gain or advantageExploitation can be systematic or individual
First Nations A term that reflects the process some Aboriginal peoples in Canada have used toname themselves The word ldquofirstrdquo recognizes the fact that Aboriginal peoples are the originalinhabitants of what is now called Canada The word ldquonationrdquo stresses the fact that Aboriginalpeoples are political collectives who had their own forms of government before Europeans beganto settle here Many First Nations peoples are fighting to re-establish that sovereigntybull The term also refers to a group of Aboriginal people who were previously called a ldquoBandrdquo by
the Department of Indian Affairsbull ldquoFirst Nationrdquo can also mean a group or several groups of Aboriginal people who have the
same ethno-cultural background
Gender identity Features that are tied to how an individual thinks of themselves as a man or awoman A personrsquos gender identity may not be the same as their biological sex
Gender roles The culturally specific behaviors and appearances constructed by a culture todefine what is expected of women and men The expectations of femininity and masculinity areimposed on individuals according to their biological sex
Harassment Persistent ongoing behavior conveying negative attitudes towards an individual orgroup to make them feel intimidated and humiliated Harassment is an exercise of power Itincludes any action that a person knows or should know is not welcome Harassment includesname-calling jokes slurs graffiti insults threats rudeness and crude gestures verbal or physi-cal abuse Human Rights Codes in most provinces prohibit harassment based on race religionsex ethnicity and the other prohibited grounds for discrimination
Heterosexism All practices that convey the message that heterosexuals are better than otherpeople including the assumption that everyone is or must be heterosexual It operates like otherforms of prejudice and discrimination giving privilege and rights to members of the dominantgroupndashheterosexualsndashand not to gay or lesbian people
42
Appe
ndic
es
Hierarchy A system that gives individuals or groups different positions and power People andgroups with a higher rank have more power resources and value than individuals or groups witha lower rank For example in a patriarchy men are given more value than women
Immigrants People who have arrived and settled in Canada in their lifetime Sometimes peopleuse the word incorrectly to refer to Canadian-born racialized people because they assume thatall racialized people were born elsewhere
Inclusive Making sure that all members of the community are represented or involved in allaspects of the community
Integrated Combining information and values from a variety of people and sources in order toget a fuller result that is more inclusive
Islamaphobia The systemic ways and individual practices of racism that target Arab people andhave particular impact on them Some examples include negative stereotyping of Muslim peopledepicting Islam as essentially violent and fundamentalist assuming that all Arabs are Muslimand all Muslims are Arabs
Landed immigrant Persons with legal status who are permanent residents of Canada ratherthan visitors refugee claimants temporary workers or citizens
Marginalization A process that keeps groups or individual from having access to all or part ofthe resources and activities of the community
Oppression When one social group takes advantage of another social group either knowinglyor unconsciously Oppression gives the dominant group privilege and marginalizes anddisenfranchises the subordinated group The dominant social group can use force or social insti-tutions and resources to achieve oppression After a time individual members of the dominantgroup do not need to do anything and unequal treatment becomes so much a part of the socialinstitutions and structures that it seems normal
People of colour Any person who is not White or Aboriginal This term was first adopted in theUnited States by racialized people who were trying to name themselves with a positive identityrather than as ldquonon-whitesrdquo ldquocolouredrdquo ldquoethnicsrdquo or ldquovisible minoritiesrdquo
Privilege Unearned power that gives members of the dominant group economic social andpolitical advantages Privilege also means rights that everyone should have but that are deniedto some people
Racism Any aspect of Canadian society that openly or subtly makes White people and Whitenessnormal and valuable while making racialized communities invisible or devaluing stereotypingand labeling people of colour as ldquoothersrdquo who are different or inferior
43
Appendices
Individual racism The beliefs attitudes and actions of individuals that support or maintainracism Individual racism can be conscious or unconscious It can be active or passive
Institutional racism The network of structures policies and practices in systems and institutionsthat give White people advantages and that discriminate oppress and disadvantage racializedpeople
RacializationRacialized Racial identities are not fixed categories They are shaped by historynationality gender class and identity politics Racial designations often differ from country tocountry The term racialization or racialized makes explicit the ways in which we are socialized todifferentiate groups of people on the basis of superficial physical characteristics where White isthe norm It emphasizes the active process of categorizing people while at the same time reject-ing ldquoracerdquo as a scientific category
Refugee Persons who have to flee their country because they have a ldquowell-foundedrdquo fear ofpersecution based on race religion nationality political opinion or membership in a particularsocial group
Religious discrimination Any institutional or individual practices that exclude and discriminateagainst a person because of their religion In Canada many workplaces do not provide equitablyfor all religions Recently the Supreme Court has ruled that employers must accommodate em-ployees whose religious observances are not recognized in the Christian-based statutory holidayssuch as Easter and Christmas Religious discrimination is often linked to other forms of discrimi-nation For example Irish Catholics were often marked by their class ethnic origins and lan-guage as well as their Catholicism Racialized Muslims often experience racism mixed withreligious discrimination
Sexism Systemic and individual practices that give men privilege make women subordinate andthat shame values identified with women
Social Location or Social Identity A personrsquos membership in a socially constructed groupThese groups are often identified according to superficial characteristics such as skin colourcountry of origin religious beliefs body form etc
Structural This approach to equity work believes that the thoughts and behaviors of the indi-vidual are created and guided by various social structures such as capitalism andor neo-liberal-ism and are therefore limited The focus for change is raising awareness of the limits and chal-lenging the structures
Systemic racism The conscious or unconscious policies procedures and practices that excludemarginalize and exploit racialized people Systemic racism is supported by institutional powerand by powerful ideas often unexamined ones which make racism look normal and justified Forexample institutions that do not have effective complaints procedures or performance appraisaland promotion processes that use equity competencies make it possible for individuals to beracist
44
Appe
ndic
es
45
Transgender person A person who is not comfortable with or who rejects some or all of thegender identity given to their biological sex This is an umbrella terms used to describe trans-sexuals transvestites or cross-dressers and intersex people
Transsexual Someone who has a very strong feeling that they are living in the wrong sex A maletranssexual needs to live as a woman and a female transsexual needs to live as a man Somebut not all transsexuals have surgery to reassign their sex Some have procedures to partiallyreassign their sex and some use hormone therapy A transsexual can be heterosexual homo-sexual or bisexualWhite Refers to people belonging to the dominant racial group enjoy skin privilege in NorthAmerica Australia New Zealand and anywhere European colonialism has created racial inequityThe term ldquoWhiterdquo is capitalized for different reasons than other racial designations ndash Aboriginaland Black The latter identities are claimed with pride in opposition to the names imposed bydominant White society One of the ways that racism operates is to leave the racial identity ofWhite people unidentified ldquoWhiterdquo is capitalized to interrupt the privilege of having Whitenessgo unnamed
White Supremacy A system based on assumption of the ldquorightness of Whitenessrdquo in whichpolitical economic and social systems result in White people having more privilege and powerthan racialized people
many of the terms in the glossary were adapted with permission from Dancing on Live Embers ChallengingRacism in Organization by Tina Lopes and Barb Thomas Toronto Between the Lines 2006
Appendices
Appendix G Focus Group Findings
The following points are the relevant themes that emerged from the focus groups The groups wereasked to answer the following questions
1 How well has your organization and the various sectors practiced an integrated approach to anti- oppression
bull overall feeling that most are doing pretty good workbull some feel frustrated that the policies etc are not fully put into practice by all staff at an
agencybull feeling that the work is silorsquod and separated ndash working on one oppression at a timebull that the work is framed from a white middle class perspectivebull the work is not happening fast or often enough ndash ie deaf woman services gaps and barriers
2 What are the effective practices in the various areas ie policies programming outreach training org development
bull be committed inventive constantly evolve vigilantbull open to change pushing for changebull inclusion at all levels of an organization working together on committees and groupsbull engage diversity responsive to different needs
3 Where are the challengesbull funding shortages piecemeal and targeted on specific groups onlybull lack of accountability lack of clear policies and proceduresbull lack of inclusivity and diversitybull lack of time to be together communicate etcworkloads of service providersbull silorsquod workbull systemic exclusion internal and societal institutions
4 Visions and suggestions for changebull core guidelines with key values ndash written down and put into practicebull accountability in staff and managementbull commitment from all levelsbull everyone open to challengebull look at themes not populationsbull community drivenbull training and toolsbull fully funded and supported by structures
5 Who would take up the facilitation of changebull not one personbull coalitionsbull community groupsbull all levels of organization including service users
46
Appe
ndic
es
Recommendation(s)
a Conduct a review of existing policies procedures and practices that organizations feel repre-sent their best efforts of an integrative anti-oppressive framework
b Working groups should be created to develop the most effective integrative policies andprograms The groups should include diverse members from different social locations com-munities and be representative of all levels of the organization including service users
c Organizations must support this work by allocating time personnel and resourcesd Organizations must demonstrate commitment to the work by reviewing all policies proce-
dures and programs through the lense of an integrative anti-oppressive frameworke A tool kit should include templates of policies and procedures to simplify the writing of work
done by the committeesworking groupf This work is not static and must be revisited regularly in order to incorporate new informa-
tiong Organizations should offer regular training and workshops on how to put an integrative anti-
oppression framework into practiceh Organizations must hold staff and volunteers accountable to adhering to agency practice by
offering training and supervision including key values in mandate and mission statementsand integrative anti-oppressive practices in personnel and volunteer policies
Focus group participants
The following organizations participated in focus groups in 2005-06 for the Integrative Anti-Oppression Project
Woman Abuse CouncilFCJ Refugee Centre519 Community CentreNelliersquosSpringtidersquos Women with Disabilities ProgramToronto Rape Crisis CentreMulticultural Women Against RapeCentral Neighbourhood HouseAccess Alliance Multicultural Community Health CentreA Commitment to Training and Employment for Women (ACTEW)Arab Community Centre of TorontoAssaulted Womenrsquos HelplineBarbara Schlifer Counselling ClinicBlack Creek Community Health CentreCentral Family IntakeErnestine Womenrsquos ShelterFamily Services AssociationFlemingdon Neighborhood ServicesKorean Canadian Womenrsquos Association
47
Appendices
Macaulay Child Development CentreSt Christopherrsquos HouseSt Joseph Womenrsquos Health CentreSt Michael HospitalStonegate Community Health CentreUrban Alliance on Race RelationsWomenrsquos Counselling Referral and Education CentreYorktown ShelterYWCA
48
Appendix H References
Dancing on Live Embers Challenging Racism in Organizations Tina Lopes and Barb Thomas Be-tween the Lines Toronto 2006
Campbell C (2003) Anti-oppressive social work Promoting equity and Social Justice Editor DrCarolyn Campbell Halifax Nova Scotia Dalhousie UniversityRetrieved Jan 22 2008httpaoswsocialworkdalcawhatisaoswhtml
Roundtable on Anti-Oppression Politics in Anti-Capitalist Movements Edited by Sharmeen Khan ndashparticipants in the roundtable Kirat Kaur Junie Deacutesil Gary KinsmanRetrieved Jan 22 2008httpuppingtheantiorgnode1380
Williams C (2003) ldquoSeeking Cultural Competence What Is It How Do You Develop It and How DoYou Know When Yoursquove Got Itrdquo In WShera (Ed) Emerging Perspectives on Anti-Oppressive Practice(pp 265 - 278) Toronto Canadian Scholarsrsquo Press Inc
- Front Page1-1
- ManualModEN2
- ManualModEN3
- ManualModENCon
-
Appendices
36
App
endi
x E
Fra
mew
ork
for p
olic
y re
view
and
dev
elop
men
t
We
deve
lope
d th
is fr
amew
ork
duri
ng th
e fir
st p
hase
of t
his
proj
ect
Its
purp
ose
is to
hel
p or
gani
zatio
ns u
se a
n in
tegr
ated
ant
i-opp
ress
ion
fram
ewor
k ap
proa
ch w
hen
revi
ewin
g an
d de
velo
ping
pol
icie
s
NOITSE
UQ
EG
NELLAH
CES
NOPSE
R
esoprupeht
sitah
Wrodna
ycilopsiht
foerudecorp
erusneotyrassecen
siycilop
aneh
wwonk
ottluciffid
ebn ac
tIruoy
tahterusne
otdna
seicilopyna
moot
gnitaercton
erauoy
ehtgniyfitnedI
stnemetats
gnitcilfnocgnika
mton
e raseicilop
edivorpsalle
wsa
sllaftipeseht
diovapleh
nacesoprup
otyrassecen
eblliw
serudecorptah
wdna
wohot
sanoi tcerid
esoprupeht
teem
bull bull bull bull
ycilopeht
rofelanoitar
ehtedivorP
tnetniytiuqe
ehtyfitnedi
ylraelCseitilibisnopser
evitalsigelyfitnedI
)s(ycilopetairporppa
ehtot
serudecorpkniL
tifycilop
ehtseo
Dycnega
ehtnihti
wnoissi
metad nam
rodnatne
metatsseulav
fotne
metatssfeileb
dna
woH
dnaetadna
mrieht
eniltuotaht
stnemetats
evahseicnega
ynaM
roFetadna
meht
teemlli
wyeht
wohtuoba
sfeilebrieht
elpmaxe
nasi
nemo
wllatsniaga
ecneloivlladne
otelpmaxe
er usneneht
tsum
wolloftaht
seiciloPtne
metatsnoissi
ma
fotsniaga
ecneloivgnitauteprep
tonsi
noitazinagroeht
tahtnoisserppo
ronoisulcxe
fomrof
ehtni
nemo
w
bull bull bull bull bull
fotne
metatsstnemucod
tnavelerllaweiveR
ctetnemetats
noissimetadna
msfeilebeht
stroppusycilop
ehtfi
enimrete
Detadna
mnoissim
seitiugibma
ehtyfitnedI
seulaveht
htiw
st sartnocycilop
ehtfi
enimrete
Dnoitazinagro
ehtfo
ycilopeht
oteka
mnac
uoysegnahc
ehtyfitnedI
tievorp
miot
tifyc ilop
ehtseo
Deht
htiw
snoitazinagronoitisoplacitilop
wo
H
tahtnoitisop
nasitrapa
naem
tonseod
noitisoplacitilopA
ynamrehtaR
ytraplacitilopralucitrap
astroppus
seussiralucitrap
nosnoitisopdepoleved
evahsnoitazinagro
noitazinagrotsini
mefa
ebya
mnoitazinagro
ruoyelp
maxeroF
dluow
serudecorpdna
seicilopruoy
noitazinagrotsini
mefa
sAytiuqe
yapeikro
wemarf
ytilauqesna
mow
awollof
ctestifenebrevigeracyli
mafdednapxe
bull bull
snoitisoplanoitazinagroeht
ssucsiddna
yfitnedItub
nettirwnu
erataht
seussilaicosgnidrager
esohtfo
emoS
noitazinagroruoy
nihtiw
tsixeyap
msireetnulovsvrobal
diapedulcniya
mcteseussi
htlaehlatnemytiuqe
-tne
metatsfeileb
aot
snoitisopetairporppa
ddAtsixe
tonseod
enofi
enoetaerc
ro
Appe
ndic
es
37
NOITSE
UQ
EG
NELLAH
CES
NOPSE
R
teem
ycilopeht
seoD
sdradnatsmu
minim
noitalsigelrobal
fosthgir
namuh
ycavirpnoitalsigelrednufnoit alsigel
dnastne
meergalautcartnoc
rehtostne
meerga
mehtdeecxe
tiseo
D
lautcartnocdna
evitalsigeltee
mylraelc
dluohsseiciloP
nettirw
si)noitalsigel
ytiuqeneve(
noitalsigeLseitilibisnopser
ehtno
desabsi
tahtkro
wemarf
erutluctnani
moda
morfeht
tcetorpot
keesyehT
spuorgsuonego
mohfo
noitpmussa
elpoepfo
sthgireht
ecnavdatonelpoep
dezilanigram
fosthgir
dnoyebog
dluohsseicilopkro
wemarflanoitcesretni
naylppa
oTsdradnatsla
minim
bull bull bull bull
snoitazinagroeht
dnatsrednudna
weiveR
waleht
rednuseitilibisnopser
seitilibisnopserdnatsrednu
dnastcartnoc
weiveRstcartnoc
fos
mreteht
rednullaf
snoitatcepxemu
minim
ehtereh
wyfitnedI
sseccaot
tnemevorp
midna
tnemecnavda
fot rohs
ytiuqedna
lauqetroppus
nacnoitazinagro
ruoysya
wyfitnedI
ytinutroppo
sihtseod
woH
erudecorpycilopeht
tc apmi
snoitazinagrotegdub
fI
mehttne
melpmi
ottcap
miyrategdub
evahod
seicilopyna
Mot
elbissopmi
emoceblli
wycilop
ehtdezingocer
tonsi
sihttub
ycilopdab
asi
tiesuaceb
ton-
dedracsideb
dnawollof
rofdetnuocca
tonere
wnoitatne
melpmi
fostsoc
ehtesuaceb
bull bull bull bull
htiw
detaicossastsoc
ehtllayfitnedI
ycilopeht
fonoitatne
melpmi
ralugerfo
trapera
stsoceht
erehw
yfitnedIedulcni
dluow
reganam
foyralaSei
-ssenisub
noisivrepusffats
stsoclanoitiddayfitne dI
ylgnidroccategduB
otelbisnopser
sioh
Wsi
ycilopsiht
erusnedna
dootsrednudecrofne
elbisnopsersi
ohw
etatsylraelc
tsum
serudecorpdna
seiciloPhcaEssenevitceffe
gnitaulavedna
gnirotinomtuo
gniyrracrof
detatsylraelc
e bdluohs
elorsnosrep
bull bull
diapnudna
diapfo
selorsuoirav
ehtyfitnedI
noitazinagroeht
fosreb
mem
ehttuo
yrraclliw
ohw
srebme
meht
yfitnedIsreb
mem
ehtetaulave
dnaesivrepusserudecorp
ycilopeht
etaulavedna
weiveretaerc
Appendices
38
NOIT
SE
UQ
EG
NELL
AH
CE
SN
OP
SE
R
eht
sita
hW
rof
msina
hcem
lacitirctnial
pm
ockca
bdeef
tegtaht
stnemucod
gnivileb
dluohsserudecorp
dnaseiciloP
ottnatrop
misi
tieroferehT
sevorpmi
gninraelruo
saretteb
rokcabdeef
edivorpnac
detceffaesoht
wohetats
yl raelcro
elbaeganamnu
evitceffenievorp
yehtneh
wfinialp
mocevisserppo
bull bull bull
seifitnediylraelc
tahtycilop
stnialpmoc
aetaer
Csreb
mem
diapnudna
diaprof
ssecorpeht
srebme
mytinu
mmoc
dnastneilcsresu
ecivrestI
elbisseccas i
ssecorpstnialp
moceht
erusnEyllacisyhp
nacsklof
erehw
decalpeb
dluohselbissecca
tnereffidni
dereffodna
tissecca
nialpraelc
ninettir
web
osladluohs
tIsta
mrofelpoep
ybdessecca
ebnac
titaht
osegaugnal
slevelycaretil
suoir avhti
wycilop
ehtrof
kcabdeefrof
ssecorpeht
yfitnedI
weiver
eb
ycilo
pe
htlli
ww
oH
otdetaci
nu
mm
oce
blli
wo
hw
eso
ht ti
yb
detceffa
ehtyb
detceffeesoht
llaot
tnediveeb
dluohscorpseiciloP
tnatropmi
sinoitacinu
mmoc
fonalp
agnitaer
Cse
moctuobull bull bull bull bull bull
elbisnopsereb
lliw
ohw
elpoepeht
folla
yfitnedIeb
lliw
ohw
esohtdna
noitatnemelp
mirof
noitatnem elp
mieht
ybdetcap
misdnik
tnereffideht
sseccafo
stniopeht
yfitnedIyrassecen
sseccafo
sepytdna
noitatnemelp
mirof
elbisnopseresoht
llaerusnE
seitilibisnopserrieht
tuobaraelc
eraot
ycilopetacinu
mmoc
otnalp
ehtyfitnedI
s rebme
mytinu
mmoc
dnastneilcsresu
ecivresrehto
dnaegaugnal
ycaretilsserdd
Aseussi
ytilibisseccaseussi
eseh tsserdda
otnalp
aetaer
C
Appe
ndic
es
39
NOITSE
UQ
EG
NELLAH
CES
NOPSE
R
weivereht
sitah
Weludehcs
ehtodlli
woh
W
weiver
deweiver
ebdluohs
stnemucod
gnivilsa
serudecorpdna
seiciloPdluohs
ssecorpehT
tnemevorp
mirof
yltnetsisnocdna
ylralugernI
kcabdeefrof
ytinutroppoedivorp
otsa
oseludehcs
aedulcni
dnaseicilop
ehtyb
detceffaesohtlla
morftupni
tegot
redrotahtnesohc
rodetov
ebdluohs
sreweiver
fomaet
aserudecorp
sevitcepsrepfo
esabdaorb
atneserper
bull bull bull
roylraey-
seicilopfo
weiverrof
enile
mita
teSylraey-ib
ebdluohs
tahtspuorg
redlohekatseht
yfitnedIytisrevid
otnoitnetta
htiw
weivereht
nidevlovni
dnassenevitceffe
ehtssessa
otsloot
edivorPycilop
hcaefo
ytiuqe
ycilopsiht
seoD
egnellahclahcrairtap
laicosevisserppo
wo
Hs
mron
gnignellahcflesti
nisi
krowe
marfdetargetni
nagniylppA
neebevah
sufo
ynam
sareve
woHs
mronerutluc
tnanimod
morftrats
dluohse
wsdradnats
naciremA
htroN
ybdenoitidnoc
nide
marfeblli
wserudecorp
dnaseicilop
ruotaht
esimerp
ehtksa
otevah
ew
eroferehTsfeileb
dnaseulav
erutluctnani
modgnidlohpu
tonera
ew
erusnetaht
snoitseuqfo
seiresa
sevle sruonoisserppo
fos
metsysdehcnertne
bull bull bull bull bull bull bull
noisserppodna
yhcrairtapfo
seussieht
yfitnedIycilop
hcaeni
tnerehninihti
wseussi
esehtegnellahc
otwoh
ezigetartSnoitazinagro
ruoygnika
mnoisiced
ehtni
ycnerapsnarteht
weiveRsessecorp
seodtah
Weisevlesruoyrof
snoitseuqetaerC
noitazinagroruo
niekil
koolre
wopycilop
ehtmorf
stifeneboh
wyfitnedI
revore
wopa
dlohpuseicilop
hcihw
enimrete
Dkro
wemarf
emit-lluf
derihsteg
ohWei
-snoitseuq
ksAsi
erehW
denimreted
sihtsi
woH
emit-trap
senimreted
ohW
tegdubeht
nitneps
yenom
seitiroirp
Appendices
40
NOITSE
UQ
EG
NELLAH
CES
NOPSE
R
ehteblli
wtah
Wno
tcapmilaitnereffid
spuorgdezilanigra
m
dnatsrednuot
tnatropmi
sitI
emas
ehtnae
mton
seodlauqEyfitnedi
otspuorg
tnereffidno
seicilopfo
stcapmi
suoiraveht
foytilibissecca
troppusot
wohdna
eilsreirrab
ehtereh
wspuorg
suoiravrof
secivresdna
tnemyolp
me
bull bull bull bull
fos
mitcivera
ohw
elpoepfo
spuorgyfitnedI
noisserppoci
metsysspuorg
suoiravno
stcapmi
ehtyfitnedI
dnaytiuqe
ecnavdataht
stcapmi
hsiugnitsiD
tonod
tahtesoht
sseccaot
sreirrabegnahc
otsya
wezigetartS
ycilopehtlli
wwo
Hnoisserppo
egnellahcnoisserppo
cimetsys
rofseicilop
weiveR bullmsicar
bullaibohpo
mohmsixesoreteh
bullmsielba
bullmsiega
bullmsixes
bullmsirtneconhte
bullmsissalc
bullmsiti
mes-itnabull
msibarA-itnabull
noitanimircsid
suoigilerbull
msilainoloc
bull bull bull
tsrifnretse
wa
sahycilop
ehtfi
enimrete
D
weivdlro
wtuoba
noitpmussa
narof
ycilopeht
ssessAnoitautis
cimonoce-oicos
dnaegaugnalytilibafo
secnereferrof
egaugnaleht
weiveRsnoitp
mussasuoigilernoitazinoloc
Appe
ndic
es
Appendix F Glossary of Anti-Oppression Terms
Ableism Prejudice and discrimination against people living with mental emotional and physicaldisabilities or differences People living with disabilities experience this discrimination segrega-tion and isolation because of peoplersquos prejudices and institutional barriers not because of thedisability or difference itself Deaf Deafened and Hard of hearing people historically have experi-enced systemic ableist oppression as well
Anti-Semitism Discrimination or violence against Jews Judaism and the cultural intellectualand religious heritage of Jewish people The word Semite literally refers to ldquoany of the peoplessupposed to be descended from Shem son of Noah especially the Jews Arabs Assyrians andPhoeniciansrdquo However Anti-Semitism is mostly used to refer to prejudice discrimination andviolence directed at Jews
Class Economic and social groups People in the higher classes make decisions about theeconomy while other people work for wages or are kept out of the economy The things that markdifferences between classes include peoplersquos ability to meet their basic needs their level ofincome wealth and formal education and their connections with people and institutions thathave influence and power In the current economic structure rich people got their wealth bytaking advantage of people at the bottom and middle of the class structure
Classism Any practices and beliefs that judge and value people according to their social class orthe social class that other people assume they belong to Most workplaces use classist languagethat reflects and reinforces the social hierarchy For example they undervalue the work of sup-port staff and decisions do not include the knowledge and opinions of these workers
Colonialism When a foreign power dominates and exploits an indigenous group by taking theirland and resources and using them as cheap labor in order to make money It also means spe-cific era between the 1700s and 1900s when European countries expanded into the Americasand countries of the global South In Europe people justified these practices using racial doc-trines These ideas about hierarchies of race are still widespread Uncovering and challengingthe ideas and ongoing practices of colonialism are important parts of racial equity work
Culture The collective experience beliefs values knowledge economy and ways of life of agroup of people who share past or current experiences Culture changes constantly it is notstatic Every culture is shaped by the land and spaces people inhabit together Individual andgroup culture can also be shaped by language religion racialization gender experiences ofmigration and immigration social class political affiliation family influences age sexual orien-tation geographic origin ethnicity experiences of discrimination or lack of discrimination andexperiences fighting oppression
Disenfranchised Not having full rights as a citizen or not being able to fully participate as amember of the community
41
Appendices
Dominant Culture The beliefs values and judgments of groups with social power The dominantculture is created and maintained by people in the dominant social group People who do notbelong to the dominant group often believe that these values beliefs and judgments are trueinstead of seeing how they reflect the interests of people in power
Dominant group People whose social identity gives them power and privilege In most parts ofCanada dominant identities are White male English-speaking heterosexual able-bodied Chris-tian affluent and middle class thirty to sixty-five years of age university educated from centralCanada Many people have one or more dominant identities
Equity Peoplersquos rights as individuals or members of a group to an equitable share of theresources and influence in society Equity work analyses and challenges unfair systems andpractices and works towards creating outcomes and access that benefit people equally
Exploitation Taking unfair advantage of a person or a group for onersquos own gain or advantageExploitation can be systematic or individual
First Nations A term that reflects the process some Aboriginal peoples in Canada have used toname themselves The word ldquofirstrdquo recognizes the fact that Aboriginal peoples are the originalinhabitants of what is now called Canada The word ldquonationrdquo stresses the fact that Aboriginalpeoples are political collectives who had their own forms of government before Europeans beganto settle here Many First Nations peoples are fighting to re-establish that sovereigntybull The term also refers to a group of Aboriginal people who were previously called a ldquoBandrdquo by
the Department of Indian Affairsbull ldquoFirst Nationrdquo can also mean a group or several groups of Aboriginal people who have the
same ethno-cultural background
Gender identity Features that are tied to how an individual thinks of themselves as a man or awoman A personrsquos gender identity may not be the same as their biological sex
Gender roles The culturally specific behaviors and appearances constructed by a culture todefine what is expected of women and men The expectations of femininity and masculinity areimposed on individuals according to their biological sex
Harassment Persistent ongoing behavior conveying negative attitudes towards an individual orgroup to make them feel intimidated and humiliated Harassment is an exercise of power Itincludes any action that a person knows or should know is not welcome Harassment includesname-calling jokes slurs graffiti insults threats rudeness and crude gestures verbal or physi-cal abuse Human Rights Codes in most provinces prohibit harassment based on race religionsex ethnicity and the other prohibited grounds for discrimination
Heterosexism All practices that convey the message that heterosexuals are better than otherpeople including the assumption that everyone is or must be heterosexual It operates like otherforms of prejudice and discrimination giving privilege and rights to members of the dominantgroupndashheterosexualsndashand not to gay or lesbian people
42
Appe
ndic
es
Hierarchy A system that gives individuals or groups different positions and power People andgroups with a higher rank have more power resources and value than individuals or groups witha lower rank For example in a patriarchy men are given more value than women
Immigrants People who have arrived and settled in Canada in their lifetime Sometimes peopleuse the word incorrectly to refer to Canadian-born racialized people because they assume thatall racialized people were born elsewhere
Inclusive Making sure that all members of the community are represented or involved in allaspects of the community
Integrated Combining information and values from a variety of people and sources in order toget a fuller result that is more inclusive
Islamaphobia The systemic ways and individual practices of racism that target Arab people andhave particular impact on them Some examples include negative stereotyping of Muslim peopledepicting Islam as essentially violent and fundamentalist assuming that all Arabs are Muslimand all Muslims are Arabs
Landed immigrant Persons with legal status who are permanent residents of Canada ratherthan visitors refugee claimants temporary workers or citizens
Marginalization A process that keeps groups or individual from having access to all or part ofthe resources and activities of the community
Oppression When one social group takes advantage of another social group either knowinglyor unconsciously Oppression gives the dominant group privilege and marginalizes anddisenfranchises the subordinated group The dominant social group can use force or social insti-tutions and resources to achieve oppression After a time individual members of the dominantgroup do not need to do anything and unequal treatment becomes so much a part of the socialinstitutions and structures that it seems normal
People of colour Any person who is not White or Aboriginal This term was first adopted in theUnited States by racialized people who were trying to name themselves with a positive identityrather than as ldquonon-whitesrdquo ldquocolouredrdquo ldquoethnicsrdquo or ldquovisible minoritiesrdquo
Privilege Unearned power that gives members of the dominant group economic social andpolitical advantages Privilege also means rights that everyone should have but that are deniedto some people
Racism Any aspect of Canadian society that openly or subtly makes White people and Whitenessnormal and valuable while making racialized communities invisible or devaluing stereotypingand labeling people of colour as ldquoothersrdquo who are different or inferior
43
Appendices
Individual racism The beliefs attitudes and actions of individuals that support or maintainracism Individual racism can be conscious or unconscious It can be active or passive
Institutional racism The network of structures policies and practices in systems and institutionsthat give White people advantages and that discriminate oppress and disadvantage racializedpeople
RacializationRacialized Racial identities are not fixed categories They are shaped by historynationality gender class and identity politics Racial designations often differ from country tocountry The term racialization or racialized makes explicit the ways in which we are socialized todifferentiate groups of people on the basis of superficial physical characteristics where White isthe norm It emphasizes the active process of categorizing people while at the same time reject-ing ldquoracerdquo as a scientific category
Refugee Persons who have to flee their country because they have a ldquowell-foundedrdquo fear ofpersecution based on race religion nationality political opinion or membership in a particularsocial group
Religious discrimination Any institutional or individual practices that exclude and discriminateagainst a person because of their religion In Canada many workplaces do not provide equitablyfor all religions Recently the Supreme Court has ruled that employers must accommodate em-ployees whose religious observances are not recognized in the Christian-based statutory holidayssuch as Easter and Christmas Religious discrimination is often linked to other forms of discrimi-nation For example Irish Catholics were often marked by their class ethnic origins and lan-guage as well as their Catholicism Racialized Muslims often experience racism mixed withreligious discrimination
Sexism Systemic and individual practices that give men privilege make women subordinate andthat shame values identified with women
Social Location or Social Identity A personrsquos membership in a socially constructed groupThese groups are often identified according to superficial characteristics such as skin colourcountry of origin religious beliefs body form etc
Structural This approach to equity work believes that the thoughts and behaviors of the indi-vidual are created and guided by various social structures such as capitalism andor neo-liberal-ism and are therefore limited The focus for change is raising awareness of the limits and chal-lenging the structures
Systemic racism The conscious or unconscious policies procedures and practices that excludemarginalize and exploit racialized people Systemic racism is supported by institutional powerand by powerful ideas often unexamined ones which make racism look normal and justified Forexample institutions that do not have effective complaints procedures or performance appraisaland promotion processes that use equity competencies make it possible for individuals to beracist
44
Appe
ndic
es
45
Transgender person A person who is not comfortable with or who rejects some or all of thegender identity given to their biological sex This is an umbrella terms used to describe trans-sexuals transvestites or cross-dressers and intersex people
Transsexual Someone who has a very strong feeling that they are living in the wrong sex A maletranssexual needs to live as a woman and a female transsexual needs to live as a man Somebut not all transsexuals have surgery to reassign their sex Some have procedures to partiallyreassign their sex and some use hormone therapy A transsexual can be heterosexual homo-sexual or bisexualWhite Refers to people belonging to the dominant racial group enjoy skin privilege in NorthAmerica Australia New Zealand and anywhere European colonialism has created racial inequityThe term ldquoWhiterdquo is capitalized for different reasons than other racial designations ndash Aboriginaland Black The latter identities are claimed with pride in opposition to the names imposed bydominant White society One of the ways that racism operates is to leave the racial identity ofWhite people unidentified ldquoWhiterdquo is capitalized to interrupt the privilege of having Whitenessgo unnamed
White Supremacy A system based on assumption of the ldquorightness of Whitenessrdquo in whichpolitical economic and social systems result in White people having more privilege and powerthan racialized people
many of the terms in the glossary were adapted with permission from Dancing on Live Embers ChallengingRacism in Organization by Tina Lopes and Barb Thomas Toronto Between the Lines 2006
Appendices
Appendix G Focus Group Findings
The following points are the relevant themes that emerged from the focus groups The groups wereasked to answer the following questions
1 How well has your organization and the various sectors practiced an integrated approach to anti- oppression
bull overall feeling that most are doing pretty good workbull some feel frustrated that the policies etc are not fully put into practice by all staff at an
agencybull feeling that the work is silorsquod and separated ndash working on one oppression at a timebull that the work is framed from a white middle class perspectivebull the work is not happening fast or often enough ndash ie deaf woman services gaps and barriers
2 What are the effective practices in the various areas ie policies programming outreach training org development
bull be committed inventive constantly evolve vigilantbull open to change pushing for changebull inclusion at all levels of an organization working together on committees and groupsbull engage diversity responsive to different needs
3 Where are the challengesbull funding shortages piecemeal and targeted on specific groups onlybull lack of accountability lack of clear policies and proceduresbull lack of inclusivity and diversitybull lack of time to be together communicate etcworkloads of service providersbull silorsquod workbull systemic exclusion internal and societal institutions
4 Visions and suggestions for changebull core guidelines with key values ndash written down and put into practicebull accountability in staff and managementbull commitment from all levelsbull everyone open to challengebull look at themes not populationsbull community drivenbull training and toolsbull fully funded and supported by structures
5 Who would take up the facilitation of changebull not one personbull coalitionsbull community groupsbull all levels of organization including service users
46
Appe
ndic
es
Recommendation(s)
a Conduct a review of existing policies procedures and practices that organizations feel repre-sent their best efforts of an integrative anti-oppressive framework
b Working groups should be created to develop the most effective integrative policies andprograms The groups should include diverse members from different social locations com-munities and be representative of all levels of the organization including service users
c Organizations must support this work by allocating time personnel and resourcesd Organizations must demonstrate commitment to the work by reviewing all policies proce-
dures and programs through the lense of an integrative anti-oppressive frameworke A tool kit should include templates of policies and procedures to simplify the writing of work
done by the committeesworking groupf This work is not static and must be revisited regularly in order to incorporate new informa-
tiong Organizations should offer regular training and workshops on how to put an integrative anti-
oppression framework into practiceh Organizations must hold staff and volunteers accountable to adhering to agency practice by
offering training and supervision including key values in mandate and mission statementsand integrative anti-oppressive practices in personnel and volunteer policies
Focus group participants
The following organizations participated in focus groups in 2005-06 for the Integrative Anti-Oppression Project
Woman Abuse CouncilFCJ Refugee Centre519 Community CentreNelliersquosSpringtidersquos Women with Disabilities ProgramToronto Rape Crisis CentreMulticultural Women Against RapeCentral Neighbourhood HouseAccess Alliance Multicultural Community Health CentreA Commitment to Training and Employment for Women (ACTEW)Arab Community Centre of TorontoAssaulted Womenrsquos HelplineBarbara Schlifer Counselling ClinicBlack Creek Community Health CentreCentral Family IntakeErnestine Womenrsquos ShelterFamily Services AssociationFlemingdon Neighborhood ServicesKorean Canadian Womenrsquos Association
47
Appendices
Macaulay Child Development CentreSt Christopherrsquos HouseSt Joseph Womenrsquos Health CentreSt Michael HospitalStonegate Community Health CentreUrban Alliance on Race RelationsWomenrsquos Counselling Referral and Education CentreYorktown ShelterYWCA
48
Appendix H References
Dancing on Live Embers Challenging Racism in Organizations Tina Lopes and Barb Thomas Be-tween the Lines Toronto 2006
Campbell C (2003) Anti-oppressive social work Promoting equity and Social Justice Editor DrCarolyn Campbell Halifax Nova Scotia Dalhousie UniversityRetrieved Jan 22 2008httpaoswsocialworkdalcawhatisaoswhtml
Roundtable on Anti-Oppression Politics in Anti-Capitalist Movements Edited by Sharmeen Khan ndashparticipants in the roundtable Kirat Kaur Junie Deacutesil Gary KinsmanRetrieved Jan 22 2008httpuppingtheantiorgnode1380
Williams C (2003) ldquoSeeking Cultural Competence What Is It How Do You Develop It and How DoYou Know When Yoursquove Got Itrdquo In WShera (Ed) Emerging Perspectives on Anti-Oppressive Practice(pp 265 - 278) Toronto Canadian Scholarsrsquo Press Inc
- Front Page1-1
- ManualModEN2
- ManualModEN3
- ManualModENCon
-
Appe
ndic
es
37
NOITSE
UQ
EG
NELLAH
CES
NOPSE
R
teem
ycilopeht
seoD
sdradnatsmu
minim
noitalsigelrobal
fosthgir
namuh
ycavirpnoitalsigelrednufnoit alsigel
dnastne
meergalautcartnoc
rehtostne
meerga
mehtdeecxe
tiseo
D
lautcartnocdna
evitalsigeltee
mylraelc
dluohsseiciloP
nettirw
si)noitalsigel
ytiuqeneve(
noitalsigeLseitilibisnopser
ehtno
desabsi
tahtkro
wemarf
erutluctnani
moda
morfeht
tcetorpot
keesyehT
spuorgsuonego
mohfo
noitpmussa
elpoepfo
sthgireht
ecnavdatonelpoep
dezilanigram
fosthgir
dnoyebog
dluohsseicilopkro
wemarflanoitcesretni
naylppa
oTsdradnatsla
minim
bull bull bull bull
snoitazinagroeht
dnatsrednudna
weiveR
waleht
rednuseitilibisnopser
seitilibisnopserdnatsrednu
dnastcartnoc
weiveRstcartnoc
fos
mreteht
rednullaf
snoitatcepxemu
minim
ehtereh
wyfitnedI
sseccaot
tnemevorp
midna
tnemecnavda
fot rohs
ytiuqedna
lauqetroppus
nacnoitazinagro
ruoysya
wyfitnedI
ytinutroppo
sihtseod
woH
erudecorpycilopeht
tc apmi
snoitazinagrotegdub
fI
mehttne
melpmi
ottcap
miyrategdub
evahod
seicilopyna
Mot
elbissopmi
emoceblli
wycilop
ehtdezingocer
tonsi
sihttub
ycilopdab
asi
tiesuaceb
ton-
dedracsideb
dnawollof
rofdetnuocca
tonere
wnoitatne
melpmi
fostsoc
ehtesuaceb
bull bull bull bull
htiw
detaicossastsoc
ehtllayfitnedI
ycilopeht
fonoitatne
melpmi
ralugerfo
trapera
stsoceht
erehw
yfitnedIedulcni
dluow
reganam
foyralaSei
-ssenisub
noisivrepusffats
stsoclanoitiddayfitne dI
ylgnidroccategduB
otelbisnopser
sioh
Wsi
ycilopsiht
erusnedna
dootsrednudecrofne
elbisnopsersi
ohw
etatsylraelc
tsum
serudecorpdna
seiciloPhcaEssenevitceffe
gnitaulavedna
gnirotinomtuo
gniyrracrof
detatsylraelc
e bdluohs
elorsnosrep
bull bull
diapnudna
diapfo
selorsuoirav
ehtyfitnedI
noitazinagroeht
fosreb
mem
ehttuo
yrraclliw
ohw
srebme
meht
yfitnedIsreb
mem
ehtetaulave
dnaesivrepusserudecorp
ycilopeht
etaulavedna
weiveretaerc
Appendices
38
NOIT
SE
UQ
EG
NELL
AH
CE
SN
OP
SE
R
eht
sita
hW
rof
msina
hcem
lacitirctnial
pm
ockca
bdeef
tegtaht
stnemucod
gnivileb
dluohsserudecorp
dnaseiciloP
ottnatrop
misi
tieroferehT
sevorpmi
gninraelruo
saretteb
rokcabdeef
edivorpnac
detceffaesoht
wohetats
yl raelcro
elbaeganamnu
evitceffenievorp
yehtneh
wfinialp
mocevisserppo
bull bull bull
seifitnediylraelc
tahtycilop
stnialpmoc
aetaer
Csreb
mem
diapnudna
diaprof
ssecorpeht
srebme
mytinu
mmoc
dnastneilcsresu
ecivrestI
elbisseccas i
ssecorpstnialp
moceht
erusnEyllacisyhp
nacsklof
erehw
decalpeb
dluohselbissecca
tnereffidni
dereffodna
tissecca
nialpraelc
ninettir
web
osladluohs
tIsta
mrofelpoep
ybdessecca
ebnac
titaht
osegaugnal
slevelycaretil
suoir avhti
wycilop
ehtrof
kcabdeefrof
ssecorpeht
yfitnedI
weiver
eb
ycilo
pe
htlli
ww
oH
otdetaci
nu
mm
oce
blli
wo
hw
eso
ht ti
yb
detceffa
ehtyb
detceffeesoht
llaot
tnediveeb
dluohscorpseiciloP
tnatropmi
sinoitacinu
mmoc
fonalp
agnitaer
Cse
moctuobull bull bull bull bull bull
elbisnopsereb
lliw
ohw
elpoepeht
folla
yfitnedIeb
lliw
ohw
esohtdna
noitatnemelp
mirof
noitatnem elp
mieht
ybdetcap
misdnik
tnereffideht
sseccafo
stniopeht
yfitnedIyrassecen
sseccafo
sepytdna
noitatnemelp
mirof
elbisnopseresoht
llaerusnE
seitilibisnopserrieht
tuobaraelc
eraot
ycilopetacinu
mmoc
otnalp
ehtyfitnedI
s rebme
mytinu
mmoc
dnastneilcsresu
ecivresrehto
dnaegaugnal
ycaretilsserdd
Aseussi
ytilibisseccaseussi
eseh tsserdda
otnalp
aetaer
C
Appe
ndic
es
39
NOITSE
UQ
EG
NELLAH
CES
NOPSE
R
weivereht
sitah
Weludehcs
ehtodlli
woh
W
weiver
deweiver
ebdluohs
stnemucod
gnivilsa
serudecorpdna
seiciloPdluohs
ssecorpehT
tnemevorp
mirof
yltnetsisnocdna
ylralugernI
kcabdeefrof
ytinutroppoedivorp
otsa
oseludehcs
aedulcni
dnaseicilop
ehtyb
detceffaesohtlla
morftupni
tegot
redrotahtnesohc
rodetov
ebdluohs
sreweiver
fomaet
aserudecorp
sevitcepsrepfo
esabdaorb
atneserper
bull bull bull
roylraey-
seicilopfo
weiverrof
enile
mita
teSylraey-ib
ebdluohs
tahtspuorg
redlohekatseht
yfitnedIytisrevid
otnoitnetta
htiw
weivereht
nidevlovni
dnassenevitceffe
ehtssessa
otsloot
edivorPycilop
hcaefo
ytiuqe
ycilopsiht
seoD
egnellahclahcrairtap
laicosevisserppo
wo
Hs
mron
gnignellahcflesti
nisi
krowe
marfdetargetni
nagniylppA
neebevah
sufo
ynam
sareve
woHs
mronerutluc
tnanimod
morftrats
dluohse
wsdradnats
naciremA
htroN
ybdenoitidnoc
nide
marfeblli
wserudecorp
dnaseicilop
ruotaht
esimerp
ehtksa
otevah
ew
eroferehTsfeileb
dnaseulav
erutluctnani
modgnidlohpu
tonera
ew
erusnetaht
snoitseuqfo
seiresa
sevle sruonoisserppo
fos
metsysdehcnertne
bull bull bull bull bull bull bull
noisserppodna
yhcrairtapfo
seussieht
yfitnedIycilop
hcaeni
tnerehninihti
wseussi
esehtegnellahc
otwoh
ezigetartSnoitazinagro
ruoygnika
mnoisiced
ehtni
ycnerapsnarteht
weiveRsessecorp
seodtah
Weisevlesruoyrof
snoitseuqetaerC
noitazinagroruo
niekil
koolre
wopycilop
ehtmorf
stifeneboh
wyfitnedI
revore
wopa
dlohpuseicilop
hcihw
enimrete
Dkro
wemarf
emit-lluf
derihsteg
ohWei
-snoitseuq
ksAsi
erehW
denimreted
sihtsi
woH
emit-trap
senimreted
ohW
tegdubeht
nitneps
yenom
seitiroirp
Appendices
40
NOITSE
UQ
EG
NELLAH
CES
NOPSE
R
ehteblli
wtah
Wno
tcapmilaitnereffid
spuorgdezilanigra
m
dnatsrednuot
tnatropmi
sitI
emas
ehtnae
mton
seodlauqEyfitnedi
otspuorg
tnereffidno
seicilopfo
stcapmi
suoiraveht
foytilibissecca
troppusot
wohdna
eilsreirrab
ehtereh
wspuorg
suoiravrof
secivresdna
tnemyolp
me
bull bull bull bull
fos
mitcivera
ohw
elpoepfo
spuorgyfitnedI
noisserppoci
metsysspuorg
suoiravno
stcapmi
ehtyfitnedI
dnaytiuqe
ecnavdataht
stcapmi
hsiugnitsiD
tonod
tahtesoht
sseccaot
sreirrabegnahc
otsya
wezigetartS
ycilopehtlli
wwo
Hnoisserppo
egnellahcnoisserppo
cimetsys
rofseicilop
weiveR bullmsicar
bullaibohpo
mohmsixesoreteh
bullmsielba
bullmsiega
bullmsixes
bullmsirtneconhte
bullmsissalc
bullmsiti
mes-itnabull
msibarA-itnabull
noitanimircsid
suoigilerbull
msilainoloc
bull bull bull
tsrifnretse
wa
sahycilop
ehtfi
enimrete
D
weivdlro
wtuoba
noitpmussa
narof
ycilopeht
ssessAnoitautis
cimonoce-oicos
dnaegaugnalytilibafo
secnereferrof
egaugnaleht
weiveRsnoitp
mussasuoigilernoitazinoloc
Appe
ndic
es
Appendix F Glossary of Anti-Oppression Terms
Ableism Prejudice and discrimination against people living with mental emotional and physicaldisabilities or differences People living with disabilities experience this discrimination segrega-tion and isolation because of peoplersquos prejudices and institutional barriers not because of thedisability or difference itself Deaf Deafened and Hard of hearing people historically have experi-enced systemic ableist oppression as well
Anti-Semitism Discrimination or violence against Jews Judaism and the cultural intellectualand religious heritage of Jewish people The word Semite literally refers to ldquoany of the peoplessupposed to be descended from Shem son of Noah especially the Jews Arabs Assyrians andPhoeniciansrdquo However Anti-Semitism is mostly used to refer to prejudice discrimination andviolence directed at Jews
Class Economic and social groups People in the higher classes make decisions about theeconomy while other people work for wages or are kept out of the economy The things that markdifferences between classes include peoplersquos ability to meet their basic needs their level ofincome wealth and formal education and their connections with people and institutions thathave influence and power In the current economic structure rich people got their wealth bytaking advantage of people at the bottom and middle of the class structure
Classism Any practices and beliefs that judge and value people according to their social class orthe social class that other people assume they belong to Most workplaces use classist languagethat reflects and reinforces the social hierarchy For example they undervalue the work of sup-port staff and decisions do not include the knowledge and opinions of these workers
Colonialism When a foreign power dominates and exploits an indigenous group by taking theirland and resources and using them as cheap labor in order to make money It also means spe-cific era between the 1700s and 1900s when European countries expanded into the Americasand countries of the global South In Europe people justified these practices using racial doc-trines These ideas about hierarchies of race are still widespread Uncovering and challengingthe ideas and ongoing practices of colonialism are important parts of racial equity work
Culture The collective experience beliefs values knowledge economy and ways of life of agroup of people who share past or current experiences Culture changes constantly it is notstatic Every culture is shaped by the land and spaces people inhabit together Individual andgroup culture can also be shaped by language religion racialization gender experiences ofmigration and immigration social class political affiliation family influences age sexual orien-tation geographic origin ethnicity experiences of discrimination or lack of discrimination andexperiences fighting oppression
Disenfranchised Not having full rights as a citizen or not being able to fully participate as amember of the community
41
Appendices
Dominant Culture The beliefs values and judgments of groups with social power The dominantculture is created and maintained by people in the dominant social group People who do notbelong to the dominant group often believe that these values beliefs and judgments are trueinstead of seeing how they reflect the interests of people in power
Dominant group People whose social identity gives them power and privilege In most parts ofCanada dominant identities are White male English-speaking heterosexual able-bodied Chris-tian affluent and middle class thirty to sixty-five years of age university educated from centralCanada Many people have one or more dominant identities
Equity Peoplersquos rights as individuals or members of a group to an equitable share of theresources and influence in society Equity work analyses and challenges unfair systems andpractices and works towards creating outcomes and access that benefit people equally
Exploitation Taking unfair advantage of a person or a group for onersquos own gain or advantageExploitation can be systematic or individual
First Nations A term that reflects the process some Aboriginal peoples in Canada have used toname themselves The word ldquofirstrdquo recognizes the fact that Aboriginal peoples are the originalinhabitants of what is now called Canada The word ldquonationrdquo stresses the fact that Aboriginalpeoples are political collectives who had their own forms of government before Europeans beganto settle here Many First Nations peoples are fighting to re-establish that sovereigntybull The term also refers to a group of Aboriginal people who were previously called a ldquoBandrdquo by
the Department of Indian Affairsbull ldquoFirst Nationrdquo can also mean a group or several groups of Aboriginal people who have the
same ethno-cultural background
Gender identity Features that are tied to how an individual thinks of themselves as a man or awoman A personrsquos gender identity may not be the same as their biological sex
Gender roles The culturally specific behaviors and appearances constructed by a culture todefine what is expected of women and men The expectations of femininity and masculinity areimposed on individuals according to their biological sex
Harassment Persistent ongoing behavior conveying negative attitudes towards an individual orgroup to make them feel intimidated and humiliated Harassment is an exercise of power Itincludes any action that a person knows or should know is not welcome Harassment includesname-calling jokes slurs graffiti insults threats rudeness and crude gestures verbal or physi-cal abuse Human Rights Codes in most provinces prohibit harassment based on race religionsex ethnicity and the other prohibited grounds for discrimination
Heterosexism All practices that convey the message that heterosexuals are better than otherpeople including the assumption that everyone is or must be heterosexual It operates like otherforms of prejudice and discrimination giving privilege and rights to members of the dominantgroupndashheterosexualsndashand not to gay or lesbian people
42
Appe
ndic
es
Hierarchy A system that gives individuals or groups different positions and power People andgroups with a higher rank have more power resources and value than individuals or groups witha lower rank For example in a patriarchy men are given more value than women
Immigrants People who have arrived and settled in Canada in their lifetime Sometimes peopleuse the word incorrectly to refer to Canadian-born racialized people because they assume thatall racialized people were born elsewhere
Inclusive Making sure that all members of the community are represented or involved in allaspects of the community
Integrated Combining information and values from a variety of people and sources in order toget a fuller result that is more inclusive
Islamaphobia The systemic ways and individual practices of racism that target Arab people andhave particular impact on them Some examples include negative stereotyping of Muslim peopledepicting Islam as essentially violent and fundamentalist assuming that all Arabs are Muslimand all Muslims are Arabs
Landed immigrant Persons with legal status who are permanent residents of Canada ratherthan visitors refugee claimants temporary workers or citizens
Marginalization A process that keeps groups or individual from having access to all or part ofthe resources and activities of the community
Oppression When one social group takes advantage of another social group either knowinglyor unconsciously Oppression gives the dominant group privilege and marginalizes anddisenfranchises the subordinated group The dominant social group can use force or social insti-tutions and resources to achieve oppression After a time individual members of the dominantgroup do not need to do anything and unequal treatment becomes so much a part of the socialinstitutions and structures that it seems normal
People of colour Any person who is not White or Aboriginal This term was first adopted in theUnited States by racialized people who were trying to name themselves with a positive identityrather than as ldquonon-whitesrdquo ldquocolouredrdquo ldquoethnicsrdquo or ldquovisible minoritiesrdquo
Privilege Unearned power that gives members of the dominant group economic social andpolitical advantages Privilege also means rights that everyone should have but that are deniedto some people
Racism Any aspect of Canadian society that openly or subtly makes White people and Whitenessnormal and valuable while making racialized communities invisible or devaluing stereotypingand labeling people of colour as ldquoothersrdquo who are different or inferior
43
Appendices
Individual racism The beliefs attitudes and actions of individuals that support or maintainracism Individual racism can be conscious or unconscious It can be active or passive
Institutional racism The network of structures policies and practices in systems and institutionsthat give White people advantages and that discriminate oppress and disadvantage racializedpeople
RacializationRacialized Racial identities are not fixed categories They are shaped by historynationality gender class and identity politics Racial designations often differ from country tocountry The term racialization or racialized makes explicit the ways in which we are socialized todifferentiate groups of people on the basis of superficial physical characteristics where White isthe norm It emphasizes the active process of categorizing people while at the same time reject-ing ldquoracerdquo as a scientific category
Refugee Persons who have to flee their country because they have a ldquowell-foundedrdquo fear ofpersecution based on race religion nationality political opinion or membership in a particularsocial group
Religious discrimination Any institutional or individual practices that exclude and discriminateagainst a person because of their religion In Canada many workplaces do not provide equitablyfor all religions Recently the Supreme Court has ruled that employers must accommodate em-ployees whose religious observances are not recognized in the Christian-based statutory holidayssuch as Easter and Christmas Religious discrimination is often linked to other forms of discrimi-nation For example Irish Catholics were often marked by their class ethnic origins and lan-guage as well as their Catholicism Racialized Muslims often experience racism mixed withreligious discrimination
Sexism Systemic and individual practices that give men privilege make women subordinate andthat shame values identified with women
Social Location or Social Identity A personrsquos membership in a socially constructed groupThese groups are often identified according to superficial characteristics such as skin colourcountry of origin religious beliefs body form etc
Structural This approach to equity work believes that the thoughts and behaviors of the indi-vidual are created and guided by various social structures such as capitalism andor neo-liberal-ism and are therefore limited The focus for change is raising awareness of the limits and chal-lenging the structures
Systemic racism The conscious or unconscious policies procedures and practices that excludemarginalize and exploit racialized people Systemic racism is supported by institutional powerand by powerful ideas often unexamined ones which make racism look normal and justified Forexample institutions that do not have effective complaints procedures or performance appraisaland promotion processes that use equity competencies make it possible for individuals to beracist
44
Appe
ndic
es
45
Transgender person A person who is not comfortable with or who rejects some or all of thegender identity given to their biological sex This is an umbrella terms used to describe trans-sexuals transvestites or cross-dressers and intersex people
Transsexual Someone who has a very strong feeling that they are living in the wrong sex A maletranssexual needs to live as a woman and a female transsexual needs to live as a man Somebut not all transsexuals have surgery to reassign their sex Some have procedures to partiallyreassign their sex and some use hormone therapy A transsexual can be heterosexual homo-sexual or bisexualWhite Refers to people belonging to the dominant racial group enjoy skin privilege in NorthAmerica Australia New Zealand and anywhere European colonialism has created racial inequityThe term ldquoWhiterdquo is capitalized for different reasons than other racial designations ndash Aboriginaland Black The latter identities are claimed with pride in opposition to the names imposed bydominant White society One of the ways that racism operates is to leave the racial identity ofWhite people unidentified ldquoWhiterdquo is capitalized to interrupt the privilege of having Whitenessgo unnamed
White Supremacy A system based on assumption of the ldquorightness of Whitenessrdquo in whichpolitical economic and social systems result in White people having more privilege and powerthan racialized people
many of the terms in the glossary were adapted with permission from Dancing on Live Embers ChallengingRacism in Organization by Tina Lopes and Barb Thomas Toronto Between the Lines 2006
Appendices
Appendix G Focus Group Findings
The following points are the relevant themes that emerged from the focus groups The groups wereasked to answer the following questions
1 How well has your organization and the various sectors practiced an integrated approach to anti- oppression
bull overall feeling that most are doing pretty good workbull some feel frustrated that the policies etc are not fully put into practice by all staff at an
agencybull feeling that the work is silorsquod and separated ndash working on one oppression at a timebull that the work is framed from a white middle class perspectivebull the work is not happening fast or often enough ndash ie deaf woman services gaps and barriers
2 What are the effective practices in the various areas ie policies programming outreach training org development
bull be committed inventive constantly evolve vigilantbull open to change pushing for changebull inclusion at all levels of an organization working together on committees and groupsbull engage diversity responsive to different needs
3 Where are the challengesbull funding shortages piecemeal and targeted on specific groups onlybull lack of accountability lack of clear policies and proceduresbull lack of inclusivity and diversitybull lack of time to be together communicate etcworkloads of service providersbull silorsquod workbull systemic exclusion internal and societal institutions
4 Visions and suggestions for changebull core guidelines with key values ndash written down and put into practicebull accountability in staff and managementbull commitment from all levelsbull everyone open to challengebull look at themes not populationsbull community drivenbull training and toolsbull fully funded and supported by structures
5 Who would take up the facilitation of changebull not one personbull coalitionsbull community groupsbull all levels of organization including service users
46
Appe
ndic
es
Recommendation(s)
a Conduct a review of existing policies procedures and practices that organizations feel repre-sent their best efforts of an integrative anti-oppressive framework
b Working groups should be created to develop the most effective integrative policies andprograms The groups should include diverse members from different social locations com-munities and be representative of all levels of the organization including service users
c Organizations must support this work by allocating time personnel and resourcesd Organizations must demonstrate commitment to the work by reviewing all policies proce-
dures and programs through the lense of an integrative anti-oppressive frameworke A tool kit should include templates of policies and procedures to simplify the writing of work
done by the committeesworking groupf This work is not static and must be revisited regularly in order to incorporate new informa-
tiong Organizations should offer regular training and workshops on how to put an integrative anti-
oppression framework into practiceh Organizations must hold staff and volunteers accountable to adhering to agency practice by
offering training and supervision including key values in mandate and mission statementsand integrative anti-oppressive practices in personnel and volunteer policies
Focus group participants
The following organizations participated in focus groups in 2005-06 for the Integrative Anti-Oppression Project
Woman Abuse CouncilFCJ Refugee Centre519 Community CentreNelliersquosSpringtidersquos Women with Disabilities ProgramToronto Rape Crisis CentreMulticultural Women Against RapeCentral Neighbourhood HouseAccess Alliance Multicultural Community Health CentreA Commitment to Training and Employment for Women (ACTEW)Arab Community Centre of TorontoAssaulted Womenrsquos HelplineBarbara Schlifer Counselling ClinicBlack Creek Community Health CentreCentral Family IntakeErnestine Womenrsquos ShelterFamily Services AssociationFlemingdon Neighborhood ServicesKorean Canadian Womenrsquos Association
47
Appendices
Macaulay Child Development CentreSt Christopherrsquos HouseSt Joseph Womenrsquos Health CentreSt Michael HospitalStonegate Community Health CentreUrban Alliance on Race RelationsWomenrsquos Counselling Referral and Education CentreYorktown ShelterYWCA
48
Appendix H References
Dancing on Live Embers Challenging Racism in Organizations Tina Lopes and Barb Thomas Be-tween the Lines Toronto 2006
Campbell C (2003) Anti-oppressive social work Promoting equity and Social Justice Editor DrCarolyn Campbell Halifax Nova Scotia Dalhousie UniversityRetrieved Jan 22 2008httpaoswsocialworkdalcawhatisaoswhtml
Roundtable on Anti-Oppression Politics in Anti-Capitalist Movements Edited by Sharmeen Khan ndashparticipants in the roundtable Kirat Kaur Junie Deacutesil Gary KinsmanRetrieved Jan 22 2008httpuppingtheantiorgnode1380
Williams C (2003) ldquoSeeking Cultural Competence What Is It How Do You Develop It and How DoYou Know When Yoursquove Got Itrdquo In WShera (Ed) Emerging Perspectives on Anti-Oppressive Practice(pp 265 - 278) Toronto Canadian Scholarsrsquo Press Inc
- Front Page1-1
- ManualModEN2
- ManualModEN3
- ManualModENCon
-
Appendices
38
NOIT
SE
UQ
EG
NELL
AH
CE
SN
OP
SE
R
eht
sita
hW
rof
msina
hcem
lacitirctnial
pm
ockca
bdeef
tegtaht
stnemucod
gnivileb
dluohsserudecorp
dnaseiciloP
ottnatrop
misi
tieroferehT
sevorpmi
gninraelruo
saretteb
rokcabdeef
edivorpnac
detceffaesoht
wohetats
yl raelcro
elbaeganamnu
evitceffenievorp
yehtneh
wfinialp
mocevisserppo
bull bull bull
seifitnediylraelc
tahtycilop
stnialpmoc
aetaer
Csreb
mem
diapnudna
diaprof
ssecorpeht
srebme
mytinu
mmoc
dnastneilcsresu
ecivrestI
elbisseccas i
ssecorpstnialp
moceht
erusnEyllacisyhp
nacsklof
erehw
decalpeb
dluohselbissecca
tnereffidni
dereffodna
tissecca
nialpraelc
ninettir
web
osladluohs
tIsta
mrofelpoep
ybdessecca
ebnac
titaht
osegaugnal
slevelycaretil
suoir avhti
wycilop
ehtrof
kcabdeefrof
ssecorpeht
yfitnedI
weiver
eb
ycilo
pe
htlli
ww
oH
otdetaci
nu
mm
oce
blli
wo
hw
eso
ht ti
yb
detceffa
ehtyb
detceffeesoht
llaot
tnediveeb
dluohscorpseiciloP
tnatropmi
sinoitacinu
mmoc
fonalp
agnitaer
Cse
moctuobull bull bull bull bull bull
elbisnopsereb
lliw
ohw
elpoepeht
folla
yfitnedIeb
lliw
ohw
esohtdna
noitatnemelp
mirof
noitatnem elp
mieht
ybdetcap
misdnik
tnereffideht
sseccafo
stniopeht
yfitnedIyrassecen
sseccafo
sepytdna
noitatnemelp
mirof
elbisnopseresoht
llaerusnE
seitilibisnopserrieht
tuobaraelc
eraot
ycilopetacinu
mmoc
otnalp
ehtyfitnedI
s rebme
mytinu
mmoc
dnastneilcsresu
ecivresrehto
dnaegaugnal
ycaretilsserdd
Aseussi
ytilibisseccaseussi
eseh tsserdda
otnalp
aetaer
C
Appe
ndic
es
39
NOITSE
UQ
EG
NELLAH
CES
NOPSE
R
weivereht
sitah
Weludehcs
ehtodlli
woh
W
weiver
deweiver
ebdluohs
stnemucod
gnivilsa
serudecorpdna
seiciloPdluohs
ssecorpehT
tnemevorp
mirof
yltnetsisnocdna
ylralugernI
kcabdeefrof
ytinutroppoedivorp
otsa
oseludehcs
aedulcni
dnaseicilop
ehtyb
detceffaesohtlla
morftupni
tegot
redrotahtnesohc
rodetov
ebdluohs
sreweiver
fomaet
aserudecorp
sevitcepsrepfo
esabdaorb
atneserper
bull bull bull
roylraey-
seicilopfo
weiverrof
enile
mita
teSylraey-ib
ebdluohs
tahtspuorg
redlohekatseht
yfitnedIytisrevid
otnoitnetta
htiw
weivereht
nidevlovni
dnassenevitceffe
ehtssessa
otsloot
edivorPycilop
hcaefo
ytiuqe
ycilopsiht
seoD
egnellahclahcrairtap
laicosevisserppo
wo
Hs
mron
gnignellahcflesti
nisi
krowe
marfdetargetni
nagniylppA
neebevah
sufo
ynam
sareve
woHs
mronerutluc
tnanimod
morftrats
dluohse
wsdradnats
naciremA
htroN
ybdenoitidnoc
nide
marfeblli
wserudecorp
dnaseicilop
ruotaht
esimerp
ehtksa
otevah
ew
eroferehTsfeileb
dnaseulav
erutluctnani
modgnidlohpu
tonera
ew
erusnetaht
snoitseuqfo
seiresa
sevle sruonoisserppo
fos
metsysdehcnertne
bull bull bull bull bull bull bull
noisserppodna
yhcrairtapfo
seussieht
yfitnedIycilop
hcaeni
tnerehninihti
wseussi
esehtegnellahc
otwoh
ezigetartSnoitazinagro
ruoygnika
mnoisiced
ehtni
ycnerapsnarteht
weiveRsessecorp
seodtah
Weisevlesruoyrof
snoitseuqetaerC
noitazinagroruo
niekil
koolre
wopycilop
ehtmorf
stifeneboh
wyfitnedI
revore
wopa
dlohpuseicilop
hcihw
enimrete
Dkro
wemarf
emit-lluf
derihsteg
ohWei
-snoitseuq
ksAsi
erehW
denimreted
sihtsi
woH
emit-trap
senimreted
ohW
tegdubeht
nitneps
yenom
seitiroirp
Appendices
40
NOITSE
UQ
EG
NELLAH
CES
NOPSE
R
ehteblli
wtah
Wno
tcapmilaitnereffid
spuorgdezilanigra
m
dnatsrednuot
tnatropmi
sitI
emas
ehtnae
mton
seodlauqEyfitnedi
otspuorg
tnereffidno
seicilopfo
stcapmi
suoiraveht
foytilibissecca
troppusot
wohdna
eilsreirrab
ehtereh
wspuorg
suoiravrof
secivresdna
tnemyolp
me
bull bull bull bull
fos
mitcivera
ohw
elpoepfo
spuorgyfitnedI
noisserppoci
metsysspuorg
suoiravno
stcapmi
ehtyfitnedI
dnaytiuqe
ecnavdataht
stcapmi
hsiugnitsiD
tonod
tahtesoht
sseccaot
sreirrabegnahc
otsya
wezigetartS
ycilopehtlli
wwo
Hnoisserppo
egnellahcnoisserppo
cimetsys
rofseicilop
weiveR bullmsicar
bullaibohpo
mohmsixesoreteh
bullmsielba
bullmsiega
bullmsixes
bullmsirtneconhte
bullmsissalc
bullmsiti
mes-itnabull
msibarA-itnabull
noitanimircsid
suoigilerbull
msilainoloc
bull bull bull
tsrifnretse
wa
sahycilop
ehtfi
enimrete
D
weivdlro
wtuoba
noitpmussa
narof
ycilopeht
ssessAnoitautis
cimonoce-oicos
dnaegaugnalytilibafo
secnereferrof
egaugnaleht
weiveRsnoitp
mussasuoigilernoitazinoloc
Appe
ndic
es
Appendix F Glossary of Anti-Oppression Terms
Ableism Prejudice and discrimination against people living with mental emotional and physicaldisabilities or differences People living with disabilities experience this discrimination segrega-tion and isolation because of peoplersquos prejudices and institutional barriers not because of thedisability or difference itself Deaf Deafened and Hard of hearing people historically have experi-enced systemic ableist oppression as well
Anti-Semitism Discrimination or violence against Jews Judaism and the cultural intellectualand religious heritage of Jewish people The word Semite literally refers to ldquoany of the peoplessupposed to be descended from Shem son of Noah especially the Jews Arabs Assyrians andPhoeniciansrdquo However Anti-Semitism is mostly used to refer to prejudice discrimination andviolence directed at Jews
Class Economic and social groups People in the higher classes make decisions about theeconomy while other people work for wages or are kept out of the economy The things that markdifferences between classes include peoplersquos ability to meet their basic needs their level ofincome wealth and formal education and their connections with people and institutions thathave influence and power In the current economic structure rich people got their wealth bytaking advantage of people at the bottom and middle of the class structure
Classism Any practices and beliefs that judge and value people according to their social class orthe social class that other people assume they belong to Most workplaces use classist languagethat reflects and reinforces the social hierarchy For example they undervalue the work of sup-port staff and decisions do not include the knowledge and opinions of these workers
Colonialism When a foreign power dominates and exploits an indigenous group by taking theirland and resources and using them as cheap labor in order to make money It also means spe-cific era between the 1700s and 1900s when European countries expanded into the Americasand countries of the global South In Europe people justified these practices using racial doc-trines These ideas about hierarchies of race are still widespread Uncovering and challengingthe ideas and ongoing practices of colonialism are important parts of racial equity work
Culture The collective experience beliefs values knowledge economy and ways of life of agroup of people who share past or current experiences Culture changes constantly it is notstatic Every culture is shaped by the land and spaces people inhabit together Individual andgroup culture can also be shaped by language religion racialization gender experiences ofmigration and immigration social class political affiliation family influences age sexual orien-tation geographic origin ethnicity experiences of discrimination or lack of discrimination andexperiences fighting oppression
Disenfranchised Not having full rights as a citizen or not being able to fully participate as amember of the community
41
Appendices
Dominant Culture The beliefs values and judgments of groups with social power The dominantculture is created and maintained by people in the dominant social group People who do notbelong to the dominant group often believe that these values beliefs and judgments are trueinstead of seeing how they reflect the interests of people in power
Dominant group People whose social identity gives them power and privilege In most parts ofCanada dominant identities are White male English-speaking heterosexual able-bodied Chris-tian affluent and middle class thirty to sixty-five years of age university educated from centralCanada Many people have one or more dominant identities
Equity Peoplersquos rights as individuals or members of a group to an equitable share of theresources and influence in society Equity work analyses and challenges unfair systems andpractices and works towards creating outcomes and access that benefit people equally
Exploitation Taking unfair advantage of a person or a group for onersquos own gain or advantageExploitation can be systematic or individual
First Nations A term that reflects the process some Aboriginal peoples in Canada have used toname themselves The word ldquofirstrdquo recognizes the fact that Aboriginal peoples are the originalinhabitants of what is now called Canada The word ldquonationrdquo stresses the fact that Aboriginalpeoples are political collectives who had their own forms of government before Europeans beganto settle here Many First Nations peoples are fighting to re-establish that sovereigntybull The term also refers to a group of Aboriginal people who were previously called a ldquoBandrdquo by
the Department of Indian Affairsbull ldquoFirst Nationrdquo can also mean a group or several groups of Aboriginal people who have the
same ethno-cultural background
Gender identity Features that are tied to how an individual thinks of themselves as a man or awoman A personrsquos gender identity may not be the same as their biological sex
Gender roles The culturally specific behaviors and appearances constructed by a culture todefine what is expected of women and men The expectations of femininity and masculinity areimposed on individuals according to their biological sex
Harassment Persistent ongoing behavior conveying negative attitudes towards an individual orgroup to make them feel intimidated and humiliated Harassment is an exercise of power Itincludes any action that a person knows or should know is not welcome Harassment includesname-calling jokes slurs graffiti insults threats rudeness and crude gestures verbal or physi-cal abuse Human Rights Codes in most provinces prohibit harassment based on race religionsex ethnicity and the other prohibited grounds for discrimination
Heterosexism All practices that convey the message that heterosexuals are better than otherpeople including the assumption that everyone is or must be heterosexual It operates like otherforms of prejudice and discrimination giving privilege and rights to members of the dominantgroupndashheterosexualsndashand not to gay or lesbian people
42
Appe
ndic
es
Hierarchy A system that gives individuals or groups different positions and power People andgroups with a higher rank have more power resources and value than individuals or groups witha lower rank For example in a patriarchy men are given more value than women
Immigrants People who have arrived and settled in Canada in their lifetime Sometimes peopleuse the word incorrectly to refer to Canadian-born racialized people because they assume thatall racialized people were born elsewhere
Inclusive Making sure that all members of the community are represented or involved in allaspects of the community
Integrated Combining information and values from a variety of people and sources in order toget a fuller result that is more inclusive
Islamaphobia The systemic ways and individual practices of racism that target Arab people andhave particular impact on them Some examples include negative stereotyping of Muslim peopledepicting Islam as essentially violent and fundamentalist assuming that all Arabs are Muslimand all Muslims are Arabs
Landed immigrant Persons with legal status who are permanent residents of Canada ratherthan visitors refugee claimants temporary workers or citizens
Marginalization A process that keeps groups or individual from having access to all or part ofthe resources and activities of the community
Oppression When one social group takes advantage of another social group either knowinglyor unconsciously Oppression gives the dominant group privilege and marginalizes anddisenfranchises the subordinated group The dominant social group can use force or social insti-tutions and resources to achieve oppression After a time individual members of the dominantgroup do not need to do anything and unequal treatment becomes so much a part of the socialinstitutions and structures that it seems normal
People of colour Any person who is not White or Aboriginal This term was first adopted in theUnited States by racialized people who were trying to name themselves with a positive identityrather than as ldquonon-whitesrdquo ldquocolouredrdquo ldquoethnicsrdquo or ldquovisible minoritiesrdquo
Privilege Unearned power that gives members of the dominant group economic social andpolitical advantages Privilege also means rights that everyone should have but that are deniedto some people
Racism Any aspect of Canadian society that openly or subtly makes White people and Whitenessnormal and valuable while making racialized communities invisible or devaluing stereotypingand labeling people of colour as ldquoothersrdquo who are different or inferior
43
Appendices
Individual racism The beliefs attitudes and actions of individuals that support or maintainracism Individual racism can be conscious or unconscious It can be active or passive
Institutional racism The network of structures policies and practices in systems and institutionsthat give White people advantages and that discriminate oppress and disadvantage racializedpeople
RacializationRacialized Racial identities are not fixed categories They are shaped by historynationality gender class and identity politics Racial designations often differ from country tocountry The term racialization or racialized makes explicit the ways in which we are socialized todifferentiate groups of people on the basis of superficial physical characteristics where White isthe norm It emphasizes the active process of categorizing people while at the same time reject-ing ldquoracerdquo as a scientific category
Refugee Persons who have to flee their country because they have a ldquowell-foundedrdquo fear ofpersecution based on race religion nationality political opinion or membership in a particularsocial group
Religious discrimination Any institutional or individual practices that exclude and discriminateagainst a person because of their religion In Canada many workplaces do not provide equitablyfor all religions Recently the Supreme Court has ruled that employers must accommodate em-ployees whose religious observances are not recognized in the Christian-based statutory holidayssuch as Easter and Christmas Religious discrimination is often linked to other forms of discrimi-nation For example Irish Catholics were often marked by their class ethnic origins and lan-guage as well as their Catholicism Racialized Muslims often experience racism mixed withreligious discrimination
Sexism Systemic and individual practices that give men privilege make women subordinate andthat shame values identified with women
Social Location or Social Identity A personrsquos membership in a socially constructed groupThese groups are often identified according to superficial characteristics such as skin colourcountry of origin religious beliefs body form etc
Structural This approach to equity work believes that the thoughts and behaviors of the indi-vidual are created and guided by various social structures such as capitalism andor neo-liberal-ism and are therefore limited The focus for change is raising awareness of the limits and chal-lenging the structures
Systemic racism The conscious or unconscious policies procedures and practices that excludemarginalize and exploit racialized people Systemic racism is supported by institutional powerand by powerful ideas often unexamined ones which make racism look normal and justified Forexample institutions that do not have effective complaints procedures or performance appraisaland promotion processes that use equity competencies make it possible for individuals to beracist
44
Appe
ndic
es
45
Transgender person A person who is not comfortable with or who rejects some or all of thegender identity given to their biological sex This is an umbrella terms used to describe trans-sexuals transvestites or cross-dressers and intersex people
Transsexual Someone who has a very strong feeling that they are living in the wrong sex A maletranssexual needs to live as a woman and a female transsexual needs to live as a man Somebut not all transsexuals have surgery to reassign their sex Some have procedures to partiallyreassign their sex and some use hormone therapy A transsexual can be heterosexual homo-sexual or bisexualWhite Refers to people belonging to the dominant racial group enjoy skin privilege in NorthAmerica Australia New Zealand and anywhere European colonialism has created racial inequityThe term ldquoWhiterdquo is capitalized for different reasons than other racial designations ndash Aboriginaland Black The latter identities are claimed with pride in opposition to the names imposed bydominant White society One of the ways that racism operates is to leave the racial identity ofWhite people unidentified ldquoWhiterdquo is capitalized to interrupt the privilege of having Whitenessgo unnamed
White Supremacy A system based on assumption of the ldquorightness of Whitenessrdquo in whichpolitical economic and social systems result in White people having more privilege and powerthan racialized people
many of the terms in the glossary were adapted with permission from Dancing on Live Embers ChallengingRacism in Organization by Tina Lopes and Barb Thomas Toronto Between the Lines 2006
Appendices
Appendix G Focus Group Findings
The following points are the relevant themes that emerged from the focus groups The groups wereasked to answer the following questions
1 How well has your organization and the various sectors practiced an integrated approach to anti- oppression
bull overall feeling that most are doing pretty good workbull some feel frustrated that the policies etc are not fully put into practice by all staff at an
agencybull feeling that the work is silorsquod and separated ndash working on one oppression at a timebull that the work is framed from a white middle class perspectivebull the work is not happening fast or often enough ndash ie deaf woman services gaps and barriers
2 What are the effective practices in the various areas ie policies programming outreach training org development
bull be committed inventive constantly evolve vigilantbull open to change pushing for changebull inclusion at all levels of an organization working together on committees and groupsbull engage diversity responsive to different needs
3 Where are the challengesbull funding shortages piecemeal and targeted on specific groups onlybull lack of accountability lack of clear policies and proceduresbull lack of inclusivity and diversitybull lack of time to be together communicate etcworkloads of service providersbull silorsquod workbull systemic exclusion internal and societal institutions
4 Visions and suggestions for changebull core guidelines with key values ndash written down and put into practicebull accountability in staff and managementbull commitment from all levelsbull everyone open to challengebull look at themes not populationsbull community drivenbull training and toolsbull fully funded and supported by structures
5 Who would take up the facilitation of changebull not one personbull coalitionsbull community groupsbull all levels of organization including service users
46
Appe
ndic
es
Recommendation(s)
a Conduct a review of existing policies procedures and practices that organizations feel repre-sent their best efforts of an integrative anti-oppressive framework
b Working groups should be created to develop the most effective integrative policies andprograms The groups should include diverse members from different social locations com-munities and be representative of all levels of the organization including service users
c Organizations must support this work by allocating time personnel and resourcesd Organizations must demonstrate commitment to the work by reviewing all policies proce-
dures and programs through the lense of an integrative anti-oppressive frameworke A tool kit should include templates of policies and procedures to simplify the writing of work
done by the committeesworking groupf This work is not static and must be revisited regularly in order to incorporate new informa-
tiong Organizations should offer regular training and workshops on how to put an integrative anti-
oppression framework into practiceh Organizations must hold staff and volunteers accountable to adhering to agency practice by
offering training and supervision including key values in mandate and mission statementsand integrative anti-oppressive practices in personnel and volunteer policies
Focus group participants
The following organizations participated in focus groups in 2005-06 for the Integrative Anti-Oppression Project
Woman Abuse CouncilFCJ Refugee Centre519 Community CentreNelliersquosSpringtidersquos Women with Disabilities ProgramToronto Rape Crisis CentreMulticultural Women Against RapeCentral Neighbourhood HouseAccess Alliance Multicultural Community Health CentreA Commitment to Training and Employment for Women (ACTEW)Arab Community Centre of TorontoAssaulted Womenrsquos HelplineBarbara Schlifer Counselling ClinicBlack Creek Community Health CentreCentral Family IntakeErnestine Womenrsquos ShelterFamily Services AssociationFlemingdon Neighborhood ServicesKorean Canadian Womenrsquos Association
47
Appendices
Macaulay Child Development CentreSt Christopherrsquos HouseSt Joseph Womenrsquos Health CentreSt Michael HospitalStonegate Community Health CentreUrban Alliance on Race RelationsWomenrsquos Counselling Referral and Education CentreYorktown ShelterYWCA
48
Appendix H References
Dancing on Live Embers Challenging Racism in Organizations Tina Lopes and Barb Thomas Be-tween the Lines Toronto 2006
Campbell C (2003) Anti-oppressive social work Promoting equity and Social Justice Editor DrCarolyn Campbell Halifax Nova Scotia Dalhousie UniversityRetrieved Jan 22 2008httpaoswsocialworkdalcawhatisaoswhtml
Roundtable on Anti-Oppression Politics in Anti-Capitalist Movements Edited by Sharmeen Khan ndashparticipants in the roundtable Kirat Kaur Junie Deacutesil Gary KinsmanRetrieved Jan 22 2008httpuppingtheantiorgnode1380
Williams C (2003) ldquoSeeking Cultural Competence What Is It How Do You Develop It and How DoYou Know When Yoursquove Got Itrdquo In WShera (Ed) Emerging Perspectives on Anti-Oppressive Practice(pp 265 - 278) Toronto Canadian Scholarsrsquo Press Inc
- Front Page1-1
- ManualModEN2
- ManualModEN3
- ManualModENCon
-
Appe
ndic
es
39
NOITSE
UQ
EG
NELLAH
CES
NOPSE
R
weivereht
sitah
Weludehcs
ehtodlli
woh
W
weiver
deweiver
ebdluohs
stnemucod
gnivilsa
serudecorpdna
seiciloPdluohs
ssecorpehT
tnemevorp
mirof
yltnetsisnocdna
ylralugernI
kcabdeefrof
ytinutroppoedivorp
otsa
oseludehcs
aedulcni
dnaseicilop
ehtyb
detceffaesohtlla
morftupni
tegot
redrotahtnesohc
rodetov
ebdluohs
sreweiver
fomaet
aserudecorp
sevitcepsrepfo
esabdaorb
atneserper
bull bull bull
roylraey-
seicilopfo
weiverrof
enile
mita
teSylraey-ib
ebdluohs
tahtspuorg
redlohekatseht
yfitnedIytisrevid
otnoitnetta
htiw
weivereht
nidevlovni
dnassenevitceffe
ehtssessa
otsloot
edivorPycilop
hcaefo
ytiuqe
ycilopsiht
seoD
egnellahclahcrairtap
laicosevisserppo
wo
Hs
mron
gnignellahcflesti
nisi
krowe
marfdetargetni
nagniylppA
neebevah
sufo
ynam
sareve
woHs
mronerutluc
tnanimod
morftrats
dluohse
wsdradnats
naciremA
htroN
ybdenoitidnoc
nide
marfeblli
wserudecorp
dnaseicilop
ruotaht
esimerp
ehtksa
otevah
ew
eroferehTsfeileb
dnaseulav
erutluctnani
modgnidlohpu
tonera
ew
erusnetaht
snoitseuqfo
seiresa
sevle sruonoisserppo
fos
metsysdehcnertne
bull bull bull bull bull bull bull
noisserppodna
yhcrairtapfo
seussieht
yfitnedIycilop
hcaeni
tnerehninihti
wseussi
esehtegnellahc
otwoh
ezigetartSnoitazinagro
ruoygnika
mnoisiced
ehtni
ycnerapsnarteht
weiveRsessecorp
seodtah
Weisevlesruoyrof
snoitseuqetaerC
noitazinagroruo
niekil
koolre
wopycilop
ehtmorf
stifeneboh
wyfitnedI
revore
wopa
dlohpuseicilop
hcihw
enimrete
Dkro
wemarf
emit-lluf
derihsteg
ohWei
-snoitseuq
ksAsi
erehW
denimreted
sihtsi
woH
emit-trap
senimreted
ohW
tegdubeht
nitneps
yenom
seitiroirp
Appendices
40
NOITSE
UQ
EG
NELLAH
CES
NOPSE
R
ehteblli
wtah
Wno
tcapmilaitnereffid
spuorgdezilanigra
m
dnatsrednuot
tnatropmi
sitI
emas
ehtnae
mton
seodlauqEyfitnedi
otspuorg
tnereffidno
seicilopfo
stcapmi
suoiraveht
foytilibissecca
troppusot
wohdna
eilsreirrab
ehtereh
wspuorg
suoiravrof
secivresdna
tnemyolp
me
bull bull bull bull
fos
mitcivera
ohw
elpoepfo
spuorgyfitnedI
noisserppoci
metsysspuorg
suoiravno
stcapmi
ehtyfitnedI
dnaytiuqe
ecnavdataht
stcapmi
hsiugnitsiD
tonod
tahtesoht
sseccaot
sreirrabegnahc
otsya
wezigetartS
ycilopehtlli
wwo
Hnoisserppo
egnellahcnoisserppo
cimetsys
rofseicilop
weiveR bullmsicar
bullaibohpo
mohmsixesoreteh
bullmsielba
bullmsiega
bullmsixes
bullmsirtneconhte
bullmsissalc
bullmsiti
mes-itnabull
msibarA-itnabull
noitanimircsid
suoigilerbull
msilainoloc
bull bull bull
tsrifnretse
wa
sahycilop
ehtfi
enimrete
D
weivdlro
wtuoba
noitpmussa
narof
ycilopeht
ssessAnoitautis
cimonoce-oicos
dnaegaugnalytilibafo
secnereferrof
egaugnaleht
weiveRsnoitp
mussasuoigilernoitazinoloc
Appe
ndic
es
Appendix F Glossary of Anti-Oppression Terms
Ableism Prejudice and discrimination against people living with mental emotional and physicaldisabilities or differences People living with disabilities experience this discrimination segrega-tion and isolation because of peoplersquos prejudices and institutional barriers not because of thedisability or difference itself Deaf Deafened and Hard of hearing people historically have experi-enced systemic ableist oppression as well
Anti-Semitism Discrimination or violence against Jews Judaism and the cultural intellectualand religious heritage of Jewish people The word Semite literally refers to ldquoany of the peoplessupposed to be descended from Shem son of Noah especially the Jews Arabs Assyrians andPhoeniciansrdquo However Anti-Semitism is mostly used to refer to prejudice discrimination andviolence directed at Jews
Class Economic and social groups People in the higher classes make decisions about theeconomy while other people work for wages or are kept out of the economy The things that markdifferences between classes include peoplersquos ability to meet their basic needs their level ofincome wealth and formal education and their connections with people and institutions thathave influence and power In the current economic structure rich people got their wealth bytaking advantage of people at the bottom and middle of the class structure
Classism Any practices and beliefs that judge and value people according to their social class orthe social class that other people assume they belong to Most workplaces use classist languagethat reflects and reinforces the social hierarchy For example they undervalue the work of sup-port staff and decisions do not include the knowledge and opinions of these workers
Colonialism When a foreign power dominates and exploits an indigenous group by taking theirland and resources and using them as cheap labor in order to make money It also means spe-cific era between the 1700s and 1900s when European countries expanded into the Americasand countries of the global South In Europe people justified these practices using racial doc-trines These ideas about hierarchies of race are still widespread Uncovering and challengingthe ideas and ongoing practices of colonialism are important parts of racial equity work
Culture The collective experience beliefs values knowledge economy and ways of life of agroup of people who share past or current experiences Culture changes constantly it is notstatic Every culture is shaped by the land and spaces people inhabit together Individual andgroup culture can also be shaped by language religion racialization gender experiences ofmigration and immigration social class political affiliation family influences age sexual orien-tation geographic origin ethnicity experiences of discrimination or lack of discrimination andexperiences fighting oppression
Disenfranchised Not having full rights as a citizen or not being able to fully participate as amember of the community
41
Appendices
Dominant Culture The beliefs values and judgments of groups with social power The dominantculture is created and maintained by people in the dominant social group People who do notbelong to the dominant group often believe that these values beliefs and judgments are trueinstead of seeing how they reflect the interests of people in power
Dominant group People whose social identity gives them power and privilege In most parts ofCanada dominant identities are White male English-speaking heterosexual able-bodied Chris-tian affluent and middle class thirty to sixty-five years of age university educated from centralCanada Many people have one or more dominant identities
Equity Peoplersquos rights as individuals or members of a group to an equitable share of theresources and influence in society Equity work analyses and challenges unfair systems andpractices and works towards creating outcomes and access that benefit people equally
Exploitation Taking unfair advantage of a person or a group for onersquos own gain or advantageExploitation can be systematic or individual
First Nations A term that reflects the process some Aboriginal peoples in Canada have used toname themselves The word ldquofirstrdquo recognizes the fact that Aboriginal peoples are the originalinhabitants of what is now called Canada The word ldquonationrdquo stresses the fact that Aboriginalpeoples are political collectives who had their own forms of government before Europeans beganto settle here Many First Nations peoples are fighting to re-establish that sovereigntybull The term also refers to a group of Aboriginal people who were previously called a ldquoBandrdquo by
the Department of Indian Affairsbull ldquoFirst Nationrdquo can also mean a group or several groups of Aboriginal people who have the
same ethno-cultural background
Gender identity Features that are tied to how an individual thinks of themselves as a man or awoman A personrsquos gender identity may not be the same as their biological sex
Gender roles The culturally specific behaviors and appearances constructed by a culture todefine what is expected of women and men The expectations of femininity and masculinity areimposed on individuals according to their biological sex
Harassment Persistent ongoing behavior conveying negative attitudes towards an individual orgroup to make them feel intimidated and humiliated Harassment is an exercise of power Itincludes any action that a person knows or should know is not welcome Harassment includesname-calling jokes slurs graffiti insults threats rudeness and crude gestures verbal or physi-cal abuse Human Rights Codes in most provinces prohibit harassment based on race religionsex ethnicity and the other prohibited grounds for discrimination
Heterosexism All practices that convey the message that heterosexuals are better than otherpeople including the assumption that everyone is or must be heterosexual It operates like otherforms of prejudice and discrimination giving privilege and rights to members of the dominantgroupndashheterosexualsndashand not to gay or lesbian people
42
Appe
ndic
es
Hierarchy A system that gives individuals or groups different positions and power People andgroups with a higher rank have more power resources and value than individuals or groups witha lower rank For example in a patriarchy men are given more value than women
Immigrants People who have arrived and settled in Canada in their lifetime Sometimes peopleuse the word incorrectly to refer to Canadian-born racialized people because they assume thatall racialized people were born elsewhere
Inclusive Making sure that all members of the community are represented or involved in allaspects of the community
Integrated Combining information and values from a variety of people and sources in order toget a fuller result that is more inclusive
Islamaphobia The systemic ways and individual practices of racism that target Arab people andhave particular impact on them Some examples include negative stereotyping of Muslim peopledepicting Islam as essentially violent and fundamentalist assuming that all Arabs are Muslimand all Muslims are Arabs
Landed immigrant Persons with legal status who are permanent residents of Canada ratherthan visitors refugee claimants temporary workers or citizens
Marginalization A process that keeps groups or individual from having access to all or part ofthe resources and activities of the community
Oppression When one social group takes advantage of another social group either knowinglyor unconsciously Oppression gives the dominant group privilege and marginalizes anddisenfranchises the subordinated group The dominant social group can use force or social insti-tutions and resources to achieve oppression After a time individual members of the dominantgroup do not need to do anything and unequal treatment becomes so much a part of the socialinstitutions and structures that it seems normal
People of colour Any person who is not White or Aboriginal This term was first adopted in theUnited States by racialized people who were trying to name themselves with a positive identityrather than as ldquonon-whitesrdquo ldquocolouredrdquo ldquoethnicsrdquo or ldquovisible minoritiesrdquo
Privilege Unearned power that gives members of the dominant group economic social andpolitical advantages Privilege also means rights that everyone should have but that are deniedto some people
Racism Any aspect of Canadian society that openly or subtly makes White people and Whitenessnormal and valuable while making racialized communities invisible or devaluing stereotypingand labeling people of colour as ldquoothersrdquo who are different or inferior
43
Appendices
Individual racism The beliefs attitudes and actions of individuals that support or maintainracism Individual racism can be conscious or unconscious It can be active or passive
Institutional racism The network of structures policies and practices in systems and institutionsthat give White people advantages and that discriminate oppress and disadvantage racializedpeople
RacializationRacialized Racial identities are not fixed categories They are shaped by historynationality gender class and identity politics Racial designations often differ from country tocountry The term racialization or racialized makes explicit the ways in which we are socialized todifferentiate groups of people on the basis of superficial physical characteristics where White isthe norm It emphasizes the active process of categorizing people while at the same time reject-ing ldquoracerdquo as a scientific category
Refugee Persons who have to flee their country because they have a ldquowell-foundedrdquo fear ofpersecution based on race religion nationality political opinion or membership in a particularsocial group
Religious discrimination Any institutional or individual practices that exclude and discriminateagainst a person because of their religion In Canada many workplaces do not provide equitablyfor all religions Recently the Supreme Court has ruled that employers must accommodate em-ployees whose religious observances are not recognized in the Christian-based statutory holidayssuch as Easter and Christmas Religious discrimination is often linked to other forms of discrimi-nation For example Irish Catholics were often marked by their class ethnic origins and lan-guage as well as their Catholicism Racialized Muslims often experience racism mixed withreligious discrimination
Sexism Systemic and individual practices that give men privilege make women subordinate andthat shame values identified with women
Social Location or Social Identity A personrsquos membership in a socially constructed groupThese groups are often identified according to superficial characteristics such as skin colourcountry of origin religious beliefs body form etc
Structural This approach to equity work believes that the thoughts and behaviors of the indi-vidual are created and guided by various social structures such as capitalism andor neo-liberal-ism and are therefore limited The focus for change is raising awareness of the limits and chal-lenging the structures
Systemic racism The conscious or unconscious policies procedures and practices that excludemarginalize and exploit racialized people Systemic racism is supported by institutional powerand by powerful ideas often unexamined ones which make racism look normal and justified Forexample institutions that do not have effective complaints procedures or performance appraisaland promotion processes that use equity competencies make it possible for individuals to beracist
44
Appe
ndic
es
45
Transgender person A person who is not comfortable with or who rejects some or all of thegender identity given to their biological sex This is an umbrella terms used to describe trans-sexuals transvestites or cross-dressers and intersex people
Transsexual Someone who has a very strong feeling that they are living in the wrong sex A maletranssexual needs to live as a woman and a female transsexual needs to live as a man Somebut not all transsexuals have surgery to reassign their sex Some have procedures to partiallyreassign their sex and some use hormone therapy A transsexual can be heterosexual homo-sexual or bisexualWhite Refers to people belonging to the dominant racial group enjoy skin privilege in NorthAmerica Australia New Zealand and anywhere European colonialism has created racial inequityThe term ldquoWhiterdquo is capitalized for different reasons than other racial designations ndash Aboriginaland Black The latter identities are claimed with pride in opposition to the names imposed bydominant White society One of the ways that racism operates is to leave the racial identity ofWhite people unidentified ldquoWhiterdquo is capitalized to interrupt the privilege of having Whitenessgo unnamed
White Supremacy A system based on assumption of the ldquorightness of Whitenessrdquo in whichpolitical economic and social systems result in White people having more privilege and powerthan racialized people
many of the terms in the glossary were adapted with permission from Dancing on Live Embers ChallengingRacism in Organization by Tina Lopes and Barb Thomas Toronto Between the Lines 2006
Appendices
Appendix G Focus Group Findings
The following points are the relevant themes that emerged from the focus groups The groups wereasked to answer the following questions
1 How well has your organization and the various sectors practiced an integrated approach to anti- oppression
bull overall feeling that most are doing pretty good workbull some feel frustrated that the policies etc are not fully put into practice by all staff at an
agencybull feeling that the work is silorsquod and separated ndash working on one oppression at a timebull that the work is framed from a white middle class perspectivebull the work is not happening fast or often enough ndash ie deaf woman services gaps and barriers
2 What are the effective practices in the various areas ie policies programming outreach training org development
bull be committed inventive constantly evolve vigilantbull open to change pushing for changebull inclusion at all levels of an organization working together on committees and groupsbull engage diversity responsive to different needs
3 Where are the challengesbull funding shortages piecemeal and targeted on specific groups onlybull lack of accountability lack of clear policies and proceduresbull lack of inclusivity and diversitybull lack of time to be together communicate etcworkloads of service providersbull silorsquod workbull systemic exclusion internal and societal institutions
4 Visions and suggestions for changebull core guidelines with key values ndash written down and put into practicebull accountability in staff and managementbull commitment from all levelsbull everyone open to challengebull look at themes not populationsbull community drivenbull training and toolsbull fully funded and supported by structures
5 Who would take up the facilitation of changebull not one personbull coalitionsbull community groupsbull all levels of organization including service users
46
Appe
ndic
es
Recommendation(s)
a Conduct a review of existing policies procedures and practices that organizations feel repre-sent their best efforts of an integrative anti-oppressive framework
b Working groups should be created to develop the most effective integrative policies andprograms The groups should include diverse members from different social locations com-munities and be representative of all levels of the organization including service users
c Organizations must support this work by allocating time personnel and resourcesd Organizations must demonstrate commitment to the work by reviewing all policies proce-
dures and programs through the lense of an integrative anti-oppressive frameworke A tool kit should include templates of policies and procedures to simplify the writing of work
done by the committeesworking groupf This work is not static and must be revisited regularly in order to incorporate new informa-
tiong Organizations should offer regular training and workshops on how to put an integrative anti-
oppression framework into practiceh Organizations must hold staff and volunteers accountable to adhering to agency practice by
offering training and supervision including key values in mandate and mission statementsand integrative anti-oppressive practices in personnel and volunteer policies
Focus group participants
The following organizations participated in focus groups in 2005-06 for the Integrative Anti-Oppression Project
Woman Abuse CouncilFCJ Refugee Centre519 Community CentreNelliersquosSpringtidersquos Women with Disabilities ProgramToronto Rape Crisis CentreMulticultural Women Against RapeCentral Neighbourhood HouseAccess Alliance Multicultural Community Health CentreA Commitment to Training and Employment for Women (ACTEW)Arab Community Centre of TorontoAssaulted Womenrsquos HelplineBarbara Schlifer Counselling ClinicBlack Creek Community Health CentreCentral Family IntakeErnestine Womenrsquos ShelterFamily Services AssociationFlemingdon Neighborhood ServicesKorean Canadian Womenrsquos Association
47
Appendices
Macaulay Child Development CentreSt Christopherrsquos HouseSt Joseph Womenrsquos Health CentreSt Michael HospitalStonegate Community Health CentreUrban Alliance on Race RelationsWomenrsquos Counselling Referral and Education CentreYorktown ShelterYWCA
48
Appendix H References
Dancing on Live Embers Challenging Racism in Organizations Tina Lopes and Barb Thomas Be-tween the Lines Toronto 2006
Campbell C (2003) Anti-oppressive social work Promoting equity and Social Justice Editor DrCarolyn Campbell Halifax Nova Scotia Dalhousie UniversityRetrieved Jan 22 2008httpaoswsocialworkdalcawhatisaoswhtml
Roundtable on Anti-Oppression Politics in Anti-Capitalist Movements Edited by Sharmeen Khan ndashparticipants in the roundtable Kirat Kaur Junie Deacutesil Gary KinsmanRetrieved Jan 22 2008httpuppingtheantiorgnode1380
Williams C (2003) ldquoSeeking Cultural Competence What Is It How Do You Develop It and How DoYou Know When Yoursquove Got Itrdquo In WShera (Ed) Emerging Perspectives on Anti-Oppressive Practice(pp 265 - 278) Toronto Canadian Scholarsrsquo Press Inc
- Front Page1-1
- ManualModEN2
- ManualModEN3
- ManualModENCon
-
Appendices
40
NOITSE
UQ
EG
NELLAH
CES
NOPSE
R
ehteblli
wtah
Wno
tcapmilaitnereffid
spuorgdezilanigra
m
dnatsrednuot
tnatropmi
sitI
emas
ehtnae
mton
seodlauqEyfitnedi
otspuorg
tnereffidno
seicilopfo
stcapmi
suoiraveht
foytilibissecca
troppusot
wohdna
eilsreirrab
ehtereh
wspuorg
suoiravrof
secivresdna
tnemyolp
me
bull bull bull bull
fos
mitcivera
ohw
elpoepfo
spuorgyfitnedI
noisserppoci
metsysspuorg
suoiravno
stcapmi
ehtyfitnedI
dnaytiuqe
ecnavdataht
stcapmi
hsiugnitsiD
tonod
tahtesoht
sseccaot
sreirrabegnahc
otsya
wezigetartS
ycilopehtlli
wwo
Hnoisserppo
egnellahcnoisserppo
cimetsys
rofseicilop
weiveR bullmsicar
bullaibohpo
mohmsixesoreteh
bullmsielba
bullmsiega
bullmsixes
bullmsirtneconhte
bullmsissalc
bullmsiti
mes-itnabull
msibarA-itnabull
noitanimircsid
suoigilerbull
msilainoloc
bull bull bull
tsrifnretse
wa
sahycilop
ehtfi
enimrete
D
weivdlro
wtuoba
noitpmussa
narof
ycilopeht
ssessAnoitautis
cimonoce-oicos
dnaegaugnalytilibafo
secnereferrof
egaugnaleht
weiveRsnoitp
mussasuoigilernoitazinoloc
Appe
ndic
es
Appendix F Glossary of Anti-Oppression Terms
Ableism Prejudice and discrimination against people living with mental emotional and physicaldisabilities or differences People living with disabilities experience this discrimination segrega-tion and isolation because of peoplersquos prejudices and institutional barriers not because of thedisability or difference itself Deaf Deafened and Hard of hearing people historically have experi-enced systemic ableist oppression as well
Anti-Semitism Discrimination or violence against Jews Judaism and the cultural intellectualand religious heritage of Jewish people The word Semite literally refers to ldquoany of the peoplessupposed to be descended from Shem son of Noah especially the Jews Arabs Assyrians andPhoeniciansrdquo However Anti-Semitism is mostly used to refer to prejudice discrimination andviolence directed at Jews
Class Economic and social groups People in the higher classes make decisions about theeconomy while other people work for wages or are kept out of the economy The things that markdifferences between classes include peoplersquos ability to meet their basic needs their level ofincome wealth and formal education and their connections with people and institutions thathave influence and power In the current economic structure rich people got their wealth bytaking advantage of people at the bottom and middle of the class structure
Classism Any practices and beliefs that judge and value people according to their social class orthe social class that other people assume they belong to Most workplaces use classist languagethat reflects and reinforces the social hierarchy For example they undervalue the work of sup-port staff and decisions do not include the knowledge and opinions of these workers
Colonialism When a foreign power dominates and exploits an indigenous group by taking theirland and resources and using them as cheap labor in order to make money It also means spe-cific era between the 1700s and 1900s when European countries expanded into the Americasand countries of the global South In Europe people justified these practices using racial doc-trines These ideas about hierarchies of race are still widespread Uncovering and challengingthe ideas and ongoing practices of colonialism are important parts of racial equity work
Culture The collective experience beliefs values knowledge economy and ways of life of agroup of people who share past or current experiences Culture changes constantly it is notstatic Every culture is shaped by the land and spaces people inhabit together Individual andgroup culture can also be shaped by language religion racialization gender experiences ofmigration and immigration social class political affiliation family influences age sexual orien-tation geographic origin ethnicity experiences of discrimination or lack of discrimination andexperiences fighting oppression
Disenfranchised Not having full rights as a citizen or not being able to fully participate as amember of the community
41
Appendices
Dominant Culture The beliefs values and judgments of groups with social power The dominantculture is created and maintained by people in the dominant social group People who do notbelong to the dominant group often believe that these values beliefs and judgments are trueinstead of seeing how they reflect the interests of people in power
Dominant group People whose social identity gives them power and privilege In most parts ofCanada dominant identities are White male English-speaking heterosexual able-bodied Chris-tian affluent and middle class thirty to sixty-five years of age university educated from centralCanada Many people have one or more dominant identities
Equity Peoplersquos rights as individuals or members of a group to an equitable share of theresources and influence in society Equity work analyses and challenges unfair systems andpractices and works towards creating outcomes and access that benefit people equally
Exploitation Taking unfair advantage of a person or a group for onersquos own gain or advantageExploitation can be systematic or individual
First Nations A term that reflects the process some Aboriginal peoples in Canada have used toname themselves The word ldquofirstrdquo recognizes the fact that Aboriginal peoples are the originalinhabitants of what is now called Canada The word ldquonationrdquo stresses the fact that Aboriginalpeoples are political collectives who had their own forms of government before Europeans beganto settle here Many First Nations peoples are fighting to re-establish that sovereigntybull The term also refers to a group of Aboriginal people who were previously called a ldquoBandrdquo by
the Department of Indian Affairsbull ldquoFirst Nationrdquo can also mean a group or several groups of Aboriginal people who have the
same ethno-cultural background
Gender identity Features that are tied to how an individual thinks of themselves as a man or awoman A personrsquos gender identity may not be the same as their biological sex
Gender roles The culturally specific behaviors and appearances constructed by a culture todefine what is expected of women and men The expectations of femininity and masculinity areimposed on individuals according to their biological sex
Harassment Persistent ongoing behavior conveying negative attitudes towards an individual orgroup to make them feel intimidated and humiliated Harassment is an exercise of power Itincludes any action that a person knows or should know is not welcome Harassment includesname-calling jokes slurs graffiti insults threats rudeness and crude gestures verbal or physi-cal abuse Human Rights Codes in most provinces prohibit harassment based on race religionsex ethnicity and the other prohibited grounds for discrimination
Heterosexism All practices that convey the message that heterosexuals are better than otherpeople including the assumption that everyone is or must be heterosexual It operates like otherforms of prejudice and discrimination giving privilege and rights to members of the dominantgroupndashheterosexualsndashand not to gay or lesbian people
42
Appe
ndic
es
Hierarchy A system that gives individuals or groups different positions and power People andgroups with a higher rank have more power resources and value than individuals or groups witha lower rank For example in a patriarchy men are given more value than women
Immigrants People who have arrived and settled in Canada in their lifetime Sometimes peopleuse the word incorrectly to refer to Canadian-born racialized people because they assume thatall racialized people were born elsewhere
Inclusive Making sure that all members of the community are represented or involved in allaspects of the community
Integrated Combining information and values from a variety of people and sources in order toget a fuller result that is more inclusive
Islamaphobia The systemic ways and individual practices of racism that target Arab people andhave particular impact on them Some examples include negative stereotyping of Muslim peopledepicting Islam as essentially violent and fundamentalist assuming that all Arabs are Muslimand all Muslims are Arabs
Landed immigrant Persons with legal status who are permanent residents of Canada ratherthan visitors refugee claimants temporary workers or citizens
Marginalization A process that keeps groups or individual from having access to all or part ofthe resources and activities of the community
Oppression When one social group takes advantage of another social group either knowinglyor unconsciously Oppression gives the dominant group privilege and marginalizes anddisenfranchises the subordinated group The dominant social group can use force or social insti-tutions and resources to achieve oppression After a time individual members of the dominantgroup do not need to do anything and unequal treatment becomes so much a part of the socialinstitutions and structures that it seems normal
People of colour Any person who is not White or Aboriginal This term was first adopted in theUnited States by racialized people who were trying to name themselves with a positive identityrather than as ldquonon-whitesrdquo ldquocolouredrdquo ldquoethnicsrdquo or ldquovisible minoritiesrdquo
Privilege Unearned power that gives members of the dominant group economic social andpolitical advantages Privilege also means rights that everyone should have but that are deniedto some people
Racism Any aspect of Canadian society that openly or subtly makes White people and Whitenessnormal and valuable while making racialized communities invisible or devaluing stereotypingand labeling people of colour as ldquoothersrdquo who are different or inferior
43
Appendices
Individual racism The beliefs attitudes and actions of individuals that support or maintainracism Individual racism can be conscious or unconscious It can be active or passive
Institutional racism The network of structures policies and practices in systems and institutionsthat give White people advantages and that discriminate oppress and disadvantage racializedpeople
RacializationRacialized Racial identities are not fixed categories They are shaped by historynationality gender class and identity politics Racial designations often differ from country tocountry The term racialization or racialized makes explicit the ways in which we are socialized todifferentiate groups of people on the basis of superficial physical characteristics where White isthe norm It emphasizes the active process of categorizing people while at the same time reject-ing ldquoracerdquo as a scientific category
Refugee Persons who have to flee their country because they have a ldquowell-foundedrdquo fear ofpersecution based on race religion nationality political opinion or membership in a particularsocial group
Religious discrimination Any institutional or individual practices that exclude and discriminateagainst a person because of their religion In Canada many workplaces do not provide equitablyfor all religions Recently the Supreme Court has ruled that employers must accommodate em-ployees whose religious observances are not recognized in the Christian-based statutory holidayssuch as Easter and Christmas Religious discrimination is often linked to other forms of discrimi-nation For example Irish Catholics were often marked by their class ethnic origins and lan-guage as well as their Catholicism Racialized Muslims often experience racism mixed withreligious discrimination
Sexism Systemic and individual practices that give men privilege make women subordinate andthat shame values identified with women
Social Location or Social Identity A personrsquos membership in a socially constructed groupThese groups are often identified according to superficial characteristics such as skin colourcountry of origin religious beliefs body form etc
Structural This approach to equity work believes that the thoughts and behaviors of the indi-vidual are created and guided by various social structures such as capitalism andor neo-liberal-ism and are therefore limited The focus for change is raising awareness of the limits and chal-lenging the structures
Systemic racism The conscious or unconscious policies procedures and practices that excludemarginalize and exploit racialized people Systemic racism is supported by institutional powerand by powerful ideas often unexamined ones which make racism look normal and justified Forexample institutions that do not have effective complaints procedures or performance appraisaland promotion processes that use equity competencies make it possible for individuals to beracist
44
Appe
ndic
es
45
Transgender person A person who is not comfortable with or who rejects some or all of thegender identity given to their biological sex This is an umbrella terms used to describe trans-sexuals transvestites or cross-dressers and intersex people
Transsexual Someone who has a very strong feeling that they are living in the wrong sex A maletranssexual needs to live as a woman and a female transsexual needs to live as a man Somebut not all transsexuals have surgery to reassign their sex Some have procedures to partiallyreassign their sex and some use hormone therapy A transsexual can be heterosexual homo-sexual or bisexualWhite Refers to people belonging to the dominant racial group enjoy skin privilege in NorthAmerica Australia New Zealand and anywhere European colonialism has created racial inequityThe term ldquoWhiterdquo is capitalized for different reasons than other racial designations ndash Aboriginaland Black The latter identities are claimed with pride in opposition to the names imposed bydominant White society One of the ways that racism operates is to leave the racial identity ofWhite people unidentified ldquoWhiterdquo is capitalized to interrupt the privilege of having Whitenessgo unnamed
White Supremacy A system based on assumption of the ldquorightness of Whitenessrdquo in whichpolitical economic and social systems result in White people having more privilege and powerthan racialized people
many of the terms in the glossary were adapted with permission from Dancing on Live Embers ChallengingRacism in Organization by Tina Lopes and Barb Thomas Toronto Between the Lines 2006
Appendices
Appendix G Focus Group Findings
The following points are the relevant themes that emerged from the focus groups The groups wereasked to answer the following questions
1 How well has your organization and the various sectors practiced an integrated approach to anti- oppression
bull overall feeling that most are doing pretty good workbull some feel frustrated that the policies etc are not fully put into practice by all staff at an
agencybull feeling that the work is silorsquod and separated ndash working on one oppression at a timebull that the work is framed from a white middle class perspectivebull the work is not happening fast or often enough ndash ie deaf woman services gaps and barriers
2 What are the effective practices in the various areas ie policies programming outreach training org development
bull be committed inventive constantly evolve vigilantbull open to change pushing for changebull inclusion at all levels of an organization working together on committees and groupsbull engage diversity responsive to different needs
3 Where are the challengesbull funding shortages piecemeal and targeted on specific groups onlybull lack of accountability lack of clear policies and proceduresbull lack of inclusivity and diversitybull lack of time to be together communicate etcworkloads of service providersbull silorsquod workbull systemic exclusion internal and societal institutions
4 Visions and suggestions for changebull core guidelines with key values ndash written down and put into practicebull accountability in staff and managementbull commitment from all levelsbull everyone open to challengebull look at themes not populationsbull community drivenbull training and toolsbull fully funded and supported by structures
5 Who would take up the facilitation of changebull not one personbull coalitionsbull community groupsbull all levels of organization including service users
46
Appe
ndic
es
Recommendation(s)
a Conduct a review of existing policies procedures and practices that organizations feel repre-sent their best efforts of an integrative anti-oppressive framework
b Working groups should be created to develop the most effective integrative policies andprograms The groups should include diverse members from different social locations com-munities and be representative of all levels of the organization including service users
c Organizations must support this work by allocating time personnel and resourcesd Organizations must demonstrate commitment to the work by reviewing all policies proce-
dures and programs through the lense of an integrative anti-oppressive frameworke A tool kit should include templates of policies and procedures to simplify the writing of work
done by the committeesworking groupf This work is not static and must be revisited regularly in order to incorporate new informa-
tiong Organizations should offer regular training and workshops on how to put an integrative anti-
oppression framework into practiceh Organizations must hold staff and volunteers accountable to adhering to agency practice by
offering training and supervision including key values in mandate and mission statementsand integrative anti-oppressive practices in personnel and volunteer policies
Focus group participants
The following organizations participated in focus groups in 2005-06 for the Integrative Anti-Oppression Project
Woman Abuse CouncilFCJ Refugee Centre519 Community CentreNelliersquosSpringtidersquos Women with Disabilities ProgramToronto Rape Crisis CentreMulticultural Women Against RapeCentral Neighbourhood HouseAccess Alliance Multicultural Community Health CentreA Commitment to Training and Employment for Women (ACTEW)Arab Community Centre of TorontoAssaulted Womenrsquos HelplineBarbara Schlifer Counselling ClinicBlack Creek Community Health CentreCentral Family IntakeErnestine Womenrsquos ShelterFamily Services AssociationFlemingdon Neighborhood ServicesKorean Canadian Womenrsquos Association
47
Appendices
Macaulay Child Development CentreSt Christopherrsquos HouseSt Joseph Womenrsquos Health CentreSt Michael HospitalStonegate Community Health CentreUrban Alliance on Race RelationsWomenrsquos Counselling Referral and Education CentreYorktown ShelterYWCA
48
Appendix H References
Dancing on Live Embers Challenging Racism in Organizations Tina Lopes and Barb Thomas Be-tween the Lines Toronto 2006
Campbell C (2003) Anti-oppressive social work Promoting equity and Social Justice Editor DrCarolyn Campbell Halifax Nova Scotia Dalhousie UniversityRetrieved Jan 22 2008httpaoswsocialworkdalcawhatisaoswhtml
Roundtable on Anti-Oppression Politics in Anti-Capitalist Movements Edited by Sharmeen Khan ndashparticipants in the roundtable Kirat Kaur Junie Deacutesil Gary KinsmanRetrieved Jan 22 2008httpuppingtheantiorgnode1380
Williams C (2003) ldquoSeeking Cultural Competence What Is It How Do You Develop It and How DoYou Know When Yoursquove Got Itrdquo In WShera (Ed) Emerging Perspectives on Anti-Oppressive Practice(pp 265 - 278) Toronto Canadian Scholarsrsquo Press Inc
- Front Page1-1
- ManualModEN2
- ManualModEN3
- ManualModENCon
-
Appe
ndic
es
Appendix F Glossary of Anti-Oppression Terms
Ableism Prejudice and discrimination against people living with mental emotional and physicaldisabilities or differences People living with disabilities experience this discrimination segrega-tion and isolation because of peoplersquos prejudices and institutional barriers not because of thedisability or difference itself Deaf Deafened and Hard of hearing people historically have experi-enced systemic ableist oppression as well
Anti-Semitism Discrimination or violence against Jews Judaism and the cultural intellectualand religious heritage of Jewish people The word Semite literally refers to ldquoany of the peoplessupposed to be descended from Shem son of Noah especially the Jews Arabs Assyrians andPhoeniciansrdquo However Anti-Semitism is mostly used to refer to prejudice discrimination andviolence directed at Jews
Class Economic and social groups People in the higher classes make decisions about theeconomy while other people work for wages or are kept out of the economy The things that markdifferences between classes include peoplersquos ability to meet their basic needs their level ofincome wealth and formal education and their connections with people and institutions thathave influence and power In the current economic structure rich people got their wealth bytaking advantage of people at the bottom and middle of the class structure
Classism Any practices and beliefs that judge and value people according to their social class orthe social class that other people assume they belong to Most workplaces use classist languagethat reflects and reinforces the social hierarchy For example they undervalue the work of sup-port staff and decisions do not include the knowledge and opinions of these workers
Colonialism When a foreign power dominates and exploits an indigenous group by taking theirland and resources and using them as cheap labor in order to make money It also means spe-cific era between the 1700s and 1900s when European countries expanded into the Americasand countries of the global South In Europe people justified these practices using racial doc-trines These ideas about hierarchies of race are still widespread Uncovering and challengingthe ideas and ongoing practices of colonialism are important parts of racial equity work
Culture The collective experience beliefs values knowledge economy and ways of life of agroup of people who share past or current experiences Culture changes constantly it is notstatic Every culture is shaped by the land and spaces people inhabit together Individual andgroup culture can also be shaped by language religion racialization gender experiences ofmigration and immigration social class political affiliation family influences age sexual orien-tation geographic origin ethnicity experiences of discrimination or lack of discrimination andexperiences fighting oppression
Disenfranchised Not having full rights as a citizen or not being able to fully participate as amember of the community
41
Appendices
Dominant Culture The beliefs values and judgments of groups with social power The dominantculture is created and maintained by people in the dominant social group People who do notbelong to the dominant group often believe that these values beliefs and judgments are trueinstead of seeing how they reflect the interests of people in power
Dominant group People whose social identity gives them power and privilege In most parts ofCanada dominant identities are White male English-speaking heterosexual able-bodied Chris-tian affluent and middle class thirty to sixty-five years of age university educated from centralCanada Many people have one or more dominant identities
Equity Peoplersquos rights as individuals or members of a group to an equitable share of theresources and influence in society Equity work analyses and challenges unfair systems andpractices and works towards creating outcomes and access that benefit people equally
Exploitation Taking unfair advantage of a person or a group for onersquos own gain or advantageExploitation can be systematic or individual
First Nations A term that reflects the process some Aboriginal peoples in Canada have used toname themselves The word ldquofirstrdquo recognizes the fact that Aboriginal peoples are the originalinhabitants of what is now called Canada The word ldquonationrdquo stresses the fact that Aboriginalpeoples are political collectives who had their own forms of government before Europeans beganto settle here Many First Nations peoples are fighting to re-establish that sovereigntybull The term also refers to a group of Aboriginal people who were previously called a ldquoBandrdquo by
the Department of Indian Affairsbull ldquoFirst Nationrdquo can also mean a group or several groups of Aboriginal people who have the
same ethno-cultural background
Gender identity Features that are tied to how an individual thinks of themselves as a man or awoman A personrsquos gender identity may not be the same as their biological sex
Gender roles The culturally specific behaviors and appearances constructed by a culture todefine what is expected of women and men The expectations of femininity and masculinity areimposed on individuals according to their biological sex
Harassment Persistent ongoing behavior conveying negative attitudes towards an individual orgroup to make them feel intimidated and humiliated Harassment is an exercise of power Itincludes any action that a person knows or should know is not welcome Harassment includesname-calling jokes slurs graffiti insults threats rudeness and crude gestures verbal or physi-cal abuse Human Rights Codes in most provinces prohibit harassment based on race religionsex ethnicity and the other prohibited grounds for discrimination
Heterosexism All practices that convey the message that heterosexuals are better than otherpeople including the assumption that everyone is or must be heterosexual It operates like otherforms of prejudice and discrimination giving privilege and rights to members of the dominantgroupndashheterosexualsndashand not to gay or lesbian people
42
Appe
ndic
es
Hierarchy A system that gives individuals or groups different positions and power People andgroups with a higher rank have more power resources and value than individuals or groups witha lower rank For example in a patriarchy men are given more value than women
Immigrants People who have arrived and settled in Canada in their lifetime Sometimes peopleuse the word incorrectly to refer to Canadian-born racialized people because they assume thatall racialized people were born elsewhere
Inclusive Making sure that all members of the community are represented or involved in allaspects of the community
Integrated Combining information and values from a variety of people and sources in order toget a fuller result that is more inclusive
Islamaphobia The systemic ways and individual practices of racism that target Arab people andhave particular impact on them Some examples include negative stereotyping of Muslim peopledepicting Islam as essentially violent and fundamentalist assuming that all Arabs are Muslimand all Muslims are Arabs
Landed immigrant Persons with legal status who are permanent residents of Canada ratherthan visitors refugee claimants temporary workers or citizens
Marginalization A process that keeps groups or individual from having access to all or part ofthe resources and activities of the community
Oppression When one social group takes advantage of another social group either knowinglyor unconsciously Oppression gives the dominant group privilege and marginalizes anddisenfranchises the subordinated group The dominant social group can use force or social insti-tutions and resources to achieve oppression After a time individual members of the dominantgroup do not need to do anything and unequal treatment becomes so much a part of the socialinstitutions and structures that it seems normal
People of colour Any person who is not White or Aboriginal This term was first adopted in theUnited States by racialized people who were trying to name themselves with a positive identityrather than as ldquonon-whitesrdquo ldquocolouredrdquo ldquoethnicsrdquo or ldquovisible minoritiesrdquo
Privilege Unearned power that gives members of the dominant group economic social andpolitical advantages Privilege also means rights that everyone should have but that are deniedto some people
Racism Any aspect of Canadian society that openly or subtly makes White people and Whitenessnormal and valuable while making racialized communities invisible or devaluing stereotypingand labeling people of colour as ldquoothersrdquo who are different or inferior
43
Appendices
Individual racism The beliefs attitudes and actions of individuals that support or maintainracism Individual racism can be conscious or unconscious It can be active or passive
Institutional racism The network of structures policies and practices in systems and institutionsthat give White people advantages and that discriminate oppress and disadvantage racializedpeople
RacializationRacialized Racial identities are not fixed categories They are shaped by historynationality gender class and identity politics Racial designations often differ from country tocountry The term racialization or racialized makes explicit the ways in which we are socialized todifferentiate groups of people on the basis of superficial physical characteristics where White isthe norm It emphasizes the active process of categorizing people while at the same time reject-ing ldquoracerdquo as a scientific category
Refugee Persons who have to flee their country because they have a ldquowell-foundedrdquo fear ofpersecution based on race religion nationality political opinion or membership in a particularsocial group
Religious discrimination Any institutional or individual practices that exclude and discriminateagainst a person because of their religion In Canada many workplaces do not provide equitablyfor all religions Recently the Supreme Court has ruled that employers must accommodate em-ployees whose religious observances are not recognized in the Christian-based statutory holidayssuch as Easter and Christmas Religious discrimination is often linked to other forms of discrimi-nation For example Irish Catholics were often marked by their class ethnic origins and lan-guage as well as their Catholicism Racialized Muslims often experience racism mixed withreligious discrimination
Sexism Systemic and individual practices that give men privilege make women subordinate andthat shame values identified with women
Social Location or Social Identity A personrsquos membership in a socially constructed groupThese groups are often identified according to superficial characteristics such as skin colourcountry of origin religious beliefs body form etc
Structural This approach to equity work believes that the thoughts and behaviors of the indi-vidual are created and guided by various social structures such as capitalism andor neo-liberal-ism and are therefore limited The focus for change is raising awareness of the limits and chal-lenging the structures
Systemic racism The conscious or unconscious policies procedures and practices that excludemarginalize and exploit racialized people Systemic racism is supported by institutional powerand by powerful ideas often unexamined ones which make racism look normal and justified Forexample institutions that do not have effective complaints procedures or performance appraisaland promotion processes that use equity competencies make it possible for individuals to beracist
44
Appe
ndic
es
45
Transgender person A person who is not comfortable with or who rejects some or all of thegender identity given to their biological sex This is an umbrella terms used to describe trans-sexuals transvestites or cross-dressers and intersex people
Transsexual Someone who has a very strong feeling that they are living in the wrong sex A maletranssexual needs to live as a woman and a female transsexual needs to live as a man Somebut not all transsexuals have surgery to reassign their sex Some have procedures to partiallyreassign their sex and some use hormone therapy A transsexual can be heterosexual homo-sexual or bisexualWhite Refers to people belonging to the dominant racial group enjoy skin privilege in NorthAmerica Australia New Zealand and anywhere European colonialism has created racial inequityThe term ldquoWhiterdquo is capitalized for different reasons than other racial designations ndash Aboriginaland Black The latter identities are claimed with pride in opposition to the names imposed bydominant White society One of the ways that racism operates is to leave the racial identity ofWhite people unidentified ldquoWhiterdquo is capitalized to interrupt the privilege of having Whitenessgo unnamed
White Supremacy A system based on assumption of the ldquorightness of Whitenessrdquo in whichpolitical economic and social systems result in White people having more privilege and powerthan racialized people
many of the terms in the glossary were adapted with permission from Dancing on Live Embers ChallengingRacism in Organization by Tina Lopes and Barb Thomas Toronto Between the Lines 2006
Appendices
Appendix G Focus Group Findings
The following points are the relevant themes that emerged from the focus groups The groups wereasked to answer the following questions
1 How well has your organization and the various sectors practiced an integrated approach to anti- oppression
bull overall feeling that most are doing pretty good workbull some feel frustrated that the policies etc are not fully put into practice by all staff at an
agencybull feeling that the work is silorsquod and separated ndash working on one oppression at a timebull that the work is framed from a white middle class perspectivebull the work is not happening fast or often enough ndash ie deaf woman services gaps and barriers
2 What are the effective practices in the various areas ie policies programming outreach training org development
bull be committed inventive constantly evolve vigilantbull open to change pushing for changebull inclusion at all levels of an organization working together on committees and groupsbull engage diversity responsive to different needs
3 Where are the challengesbull funding shortages piecemeal and targeted on specific groups onlybull lack of accountability lack of clear policies and proceduresbull lack of inclusivity and diversitybull lack of time to be together communicate etcworkloads of service providersbull silorsquod workbull systemic exclusion internal and societal institutions
4 Visions and suggestions for changebull core guidelines with key values ndash written down and put into practicebull accountability in staff and managementbull commitment from all levelsbull everyone open to challengebull look at themes not populationsbull community drivenbull training and toolsbull fully funded and supported by structures
5 Who would take up the facilitation of changebull not one personbull coalitionsbull community groupsbull all levels of organization including service users
46
Appe
ndic
es
Recommendation(s)
a Conduct a review of existing policies procedures and practices that organizations feel repre-sent their best efforts of an integrative anti-oppressive framework
b Working groups should be created to develop the most effective integrative policies andprograms The groups should include diverse members from different social locations com-munities and be representative of all levels of the organization including service users
c Organizations must support this work by allocating time personnel and resourcesd Organizations must demonstrate commitment to the work by reviewing all policies proce-
dures and programs through the lense of an integrative anti-oppressive frameworke A tool kit should include templates of policies and procedures to simplify the writing of work
done by the committeesworking groupf This work is not static and must be revisited regularly in order to incorporate new informa-
tiong Organizations should offer regular training and workshops on how to put an integrative anti-
oppression framework into practiceh Organizations must hold staff and volunteers accountable to adhering to agency practice by
offering training and supervision including key values in mandate and mission statementsand integrative anti-oppressive practices in personnel and volunteer policies
Focus group participants
The following organizations participated in focus groups in 2005-06 for the Integrative Anti-Oppression Project
Woman Abuse CouncilFCJ Refugee Centre519 Community CentreNelliersquosSpringtidersquos Women with Disabilities ProgramToronto Rape Crisis CentreMulticultural Women Against RapeCentral Neighbourhood HouseAccess Alliance Multicultural Community Health CentreA Commitment to Training and Employment for Women (ACTEW)Arab Community Centre of TorontoAssaulted Womenrsquos HelplineBarbara Schlifer Counselling ClinicBlack Creek Community Health CentreCentral Family IntakeErnestine Womenrsquos ShelterFamily Services AssociationFlemingdon Neighborhood ServicesKorean Canadian Womenrsquos Association
47
Appendices
Macaulay Child Development CentreSt Christopherrsquos HouseSt Joseph Womenrsquos Health CentreSt Michael HospitalStonegate Community Health CentreUrban Alliance on Race RelationsWomenrsquos Counselling Referral and Education CentreYorktown ShelterYWCA
48
Appendix H References
Dancing on Live Embers Challenging Racism in Organizations Tina Lopes and Barb Thomas Be-tween the Lines Toronto 2006
Campbell C (2003) Anti-oppressive social work Promoting equity and Social Justice Editor DrCarolyn Campbell Halifax Nova Scotia Dalhousie UniversityRetrieved Jan 22 2008httpaoswsocialworkdalcawhatisaoswhtml
Roundtable on Anti-Oppression Politics in Anti-Capitalist Movements Edited by Sharmeen Khan ndashparticipants in the roundtable Kirat Kaur Junie Deacutesil Gary KinsmanRetrieved Jan 22 2008httpuppingtheantiorgnode1380
Williams C (2003) ldquoSeeking Cultural Competence What Is It How Do You Develop It and How DoYou Know When Yoursquove Got Itrdquo In WShera (Ed) Emerging Perspectives on Anti-Oppressive Practice(pp 265 - 278) Toronto Canadian Scholarsrsquo Press Inc
- Front Page1-1
- ManualModEN2
- ManualModEN3
- ManualModENCon
-
Appendices
Dominant Culture The beliefs values and judgments of groups with social power The dominantculture is created and maintained by people in the dominant social group People who do notbelong to the dominant group often believe that these values beliefs and judgments are trueinstead of seeing how they reflect the interests of people in power
Dominant group People whose social identity gives them power and privilege In most parts ofCanada dominant identities are White male English-speaking heterosexual able-bodied Chris-tian affluent and middle class thirty to sixty-five years of age university educated from centralCanada Many people have one or more dominant identities
Equity Peoplersquos rights as individuals or members of a group to an equitable share of theresources and influence in society Equity work analyses and challenges unfair systems andpractices and works towards creating outcomes and access that benefit people equally
Exploitation Taking unfair advantage of a person or a group for onersquos own gain or advantageExploitation can be systematic or individual
First Nations A term that reflects the process some Aboriginal peoples in Canada have used toname themselves The word ldquofirstrdquo recognizes the fact that Aboriginal peoples are the originalinhabitants of what is now called Canada The word ldquonationrdquo stresses the fact that Aboriginalpeoples are political collectives who had their own forms of government before Europeans beganto settle here Many First Nations peoples are fighting to re-establish that sovereigntybull The term also refers to a group of Aboriginal people who were previously called a ldquoBandrdquo by
the Department of Indian Affairsbull ldquoFirst Nationrdquo can also mean a group or several groups of Aboriginal people who have the
same ethno-cultural background
Gender identity Features that are tied to how an individual thinks of themselves as a man or awoman A personrsquos gender identity may not be the same as their biological sex
Gender roles The culturally specific behaviors and appearances constructed by a culture todefine what is expected of women and men The expectations of femininity and masculinity areimposed on individuals according to their biological sex
Harassment Persistent ongoing behavior conveying negative attitudes towards an individual orgroup to make them feel intimidated and humiliated Harassment is an exercise of power Itincludes any action that a person knows or should know is not welcome Harassment includesname-calling jokes slurs graffiti insults threats rudeness and crude gestures verbal or physi-cal abuse Human Rights Codes in most provinces prohibit harassment based on race religionsex ethnicity and the other prohibited grounds for discrimination
Heterosexism All practices that convey the message that heterosexuals are better than otherpeople including the assumption that everyone is or must be heterosexual It operates like otherforms of prejudice and discrimination giving privilege and rights to members of the dominantgroupndashheterosexualsndashand not to gay or lesbian people
42
Appe
ndic
es
Hierarchy A system that gives individuals or groups different positions and power People andgroups with a higher rank have more power resources and value than individuals or groups witha lower rank For example in a patriarchy men are given more value than women
Immigrants People who have arrived and settled in Canada in their lifetime Sometimes peopleuse the word incorrectly to refer to Canadian-born racialized people because they assume thatall racialized people were born elsewhere
Inclusive Making sure that all members of the community are represented or involved in allaspects of the community
Integrated Combining information and values from a variety of people and sources in order toget a fuller result that is more inclusive
Islamaphobia The systemic ways and individual practices of racism that target Arab people andhave particular impact on them Some examples include negative stereotyping of Muslim peopledepicting Islam as essentially violent and fundamentalist assuming that all Arabs are Muslimand all Muslims are Arabs
Landed immigrant Persons with legal status who are permanent residents of Canada ratherthan visitors refugee claimants temporary workers or citizens
Marginalization A process that keeps groups or individual from having access to all or part ofthe resources and activities of the community
Oppression When one social group takes advantage of another social group either knowinglyor unconsciously Oppression gives the dominant group privilege and marginalizes anddisenfranchises the subordinated group The dominant social group can use force or social insti-tutions and resources to achieve oppression After a time individual members of the dominantgroup do not need to do anything and unequal treatment becomes so much a part of the socialinstitutions and structures that it seems normal
People of colour Any person who is not White or Aboriginal This term was first adopted in theUnited States by racialized people who were trying to name themselves with a positive identityrather than as ldquonon-whitesrdquo ldquocolouredrdquo ldquoethnicsrdquo or ldquovisible minoritiesrdquo
Privilege Unearned power that gives members of the dominant group economic social andpolitical advantages Privilege also means rights that everyone should have but that are deniedto some people
Racism Any aspect of Canadian society that openly or subtly makes White people and Whitenessnormal and valuable while making racialized communities invisible or devaluing stereotypingand labeling people of colour as ldquoothersrdquo who are different or inferior
43
Appendices
Individual racism The beliefs attitudes and actions of individuals that support or maintainracism Individual racism can be conscious or unconscious It can be active or passive
Institutional racism The network of structures policies and practices in systems and institutionsthat give White people advantages and that discriminate oppress and disadvantage racializedpeople
RacializationRacialized Racial identities are not fixed categories They are shaped by historynationality gender class and identity politics Racial designations often differ from country tocountry The term racialization or racialized makes explicit the ways in which we are socialized todifferentiate groups of people on the basis of superficial physical characteristics where White isthe norm It emphasizes the active process of categorizing people while at the same time reject-ing ldquoracerdquo as a scientific category
Refugee Persons who have to flee their country because they have a ldquowell-foundedrdquo fear ofpersecution based on race religion nationality political opinion or membership in a particularsocial group
Religious discrimination Any institutional or individual practices that exclude and discriminateagainst a person because of their religion In Canada many workplaces do not provide equitablyfor all religions Recently the Supreme Court has ruled that employers must accommodate em-ployees whose religious observances are not recognized in the Christian-based statutory holidayssuch as Easter and Christmas Religious discrimination is often linked to other forms of discrimi-nation For example Irish Catholics were often marked by their class ethnic origins and lan-guage as well as their Catholicism Racialized Muslims often experience racism mixed withreligious discrimination
Sexism Systemic and individual practices that give men privilege make women subordinate andthat shame values identified with women
Social Location or Social Identity A personrsquos membership in a socially constructed groupThese groups are often identified according to superficial characteristics such as skin colourcountry of origin religious beliefs body form etc
Structural This approach to equity work believes that the thoughts and behaviors of the indi-vidual are created and guided by various social structures such as capitalism andor neo-liberal-ism and are therefore limited The focus for change is raising awareness of the limits and chal-lenging the structures
Systemic racism The conscious or unconscious policies procedures and practices that excludemarginalize and exploit racialized people Systemic racism is supported by institutional powerand by powerful ideas often unexamined ones which make racism look normal and justified Forexample institutions that do not have effective complaints procedures or performance appraisaland promotion processes that use equity competencies make it possible for individuals to beracist
44
Appe
ndic
es
45
Transgender person A person who is not comfortable with or who rejects some or all of thegender identity given to their biological sex This is an umbrella terms used to describe trans-sexuals transvestites or cross-dressers and intersex people
Transsexual Someone who has a very strong feeling that they are living in the wrong sex A maletranssexual needs to live as a woman and a female transsexual needs to live as a man Somebut not all transsexuals have surgery to reassign their sex Some have procedures to partiallyreassign their sex and some use hormone therapy A transsexual can be heterosexual homo-sexual or bisexualWhite Refers to people belonging to the dominant racial group enjoy skin privilege in NorthAmerica Australia New Zealand and anywhere European colonialism has created racial inequityThe term ldquoWhiterdquo is capitalized for different reasons than other racial designations ndash Aboriginaland Black The latter identities are claimed with pride in opposition to the names imposed bydominant White society One of the ways that racism operates is to leave the racial identity ofWhite people unidentified ldquoWhiterdquo is capitalized to interrupt the privilege of having Whitenessgo unnamed
White Supremacy A system based on assumption of the ldquorightness of Whitenessrdquo in whichpolitical economic and social systems result in White people having more privilege and powerthan racialized people
many of the terms in the glossary were adapted with permission from Dancing on Live Embers ChallengingRacism in Organization by Tina Lopes and Barb Thomas Toronto Between the Lines 2006
Appendices
Appendix G Focus Group Findings
The following points are the relevant themes that emerged from the focus groups The groups wereasked to answer the following questions
1 How well has your organization and the various sectors practiced an integrated approach to anti- oppression
bull overall feeling that most are doing pretty good workbull some feel frustrated that the policies etc are not fully put into practice by all staff at an
agencybull feeling that the work is silorsquod and separated ndash working on one oppression at a timebull that the work is framed from a white middle class perspectivebull the work is not happening fast or often enough ndash ie deaf woman services gaps and barriers
2 What are the effective practices in the various areas ie policies programming outreach training org development
bull be committed inventive constantly evolve vigilantbull open to change pushing for changebull inclusion at all levels of an organization working together on committees and groupsbull engage diversity responsive to different needs
3 Where are the challengesbull funding shortages piecemeal and targeted on specific groups onlybull lack of accountability lack of clear policies and proceduresbull lack of inclusivity and diversitybull lack of time to be together communicate etcworkloads of service providersbull silorsquod workbull systemic exclusion internal and societal institutions
4 Visions and suggestions for changebull core guidelines with key values ndash written down and put into practicebull accountability in staff and managementbull commitment from all levelsbull everyone open to challengebull look at themes not populationsbull community drivenbull training and toolsbull fully funded and supported by structures
5 Who would take up the facilitation of changebull not one personbull coalitionsbull community groupsbull all levels of organization including service users
46
Appe
ndic
es
Recommendation(s)
a Conduct a review of existing policies procedures and practices that organizations feel repre-sent their best efforts of an integrative anti-oppressive framework
b Working groups should be created to develop the most effective integrative policies andprograms The groups should include diverse members from different social locations com-munities and be representative of all levels of the organization including service users
c Organizations must support this work by allocating time personnel and resourcesd Organizations must demonstrate commitment to the work by reviewing all policies proce-
dures and programs through the lense of an integrative anti-oppressive frameworke A tool kit should include templates of policies and procedures to simplify the writing of work
done by the committeesworking groupf This work is not static and must be revisited regularly in order to incorporate new informa-
tiong Organizations should offer regular training and workshops on how to put an integrative anti-
oppression framework into practiceh Organizations must hold staff and volunteers accountable to adhering to agency practice by
offering training and supervision including key values in mandate and mission statementsand integrative anti-oppressive practices in personnel and volunteer policies
Focus group participants
The following organizations participated in focus groups in 2005-06 for the Integrative Anti-Oppression Project
Woman Abuse CouncilFCJ Refugee Centre519 Community CentreNelliersquosSpringtidersquos Women with Disabilities ProgramToronto Rape Crisis CentreMulticultural Women Against RapeCentral Neighbourhood HouseAccess Alliance Multicultural Community Health CentreA Commitment to Training and Employment for Women (ACTEW)Arab Community Centre of TorontoAssaulted Womenrsquos HelplineBarbara Schlifer Counselling ClinicBlack Creek Community Health CentreCentral Family IntakeErnestine Womenrsquos ShelterFamily Services AssociationFlemingdon Neighborhood ServicesKorean Canadian Womenrsquos Association
47
Appendices
Macaulay Child Development CentreSt Christopherrsquos HouseSt Joseph Womenrsquos Health CentreSt Michael HospitalStonegate Community Health CentreUrban Alliance on Race RelationsWomenrsquos Counselling Referral and Education CentreYorktown ShelterYWCA
48
Appendix H References
Dancing on Live Embers Challenging Racism in Organizations Tina Lopes and Barb Thomas Be-tween the Lines Toronto 2006
Campbell C (2003) Anti-oppressive social work Promoting equity and Social Justice Editor DrCarolyn Campbell Halifax Nova Scotia Dalhousie UniversityRetrieved Jan 22 2008httpaoswsocialworkdalcawhatisaoswhtml
Roundtable on Anti-Oppression Politics in Anti-Capitalist Movements Edited by Sharmeen Khan ndashparticipants in the roundtable Kirat Kaur Junie Deacutesil Gary KinsmanRetrieved Jan 22 2008httpuppingtheantiorgnode1380
Williams C (2003) ldquoSeeking Cultural Competence What Is It How Do You Develop It and How DoYou Know When Yoursquove Got Itrdquo In WShera (Ed) Emerging Perspectives on Anti-Oppressive Practice(pp 265 - 278) Toronto Canadian Scholarsrsquo Press Inc
- Front Page1-1
- ManualModEN2
- ManualModEN3
- ManualModENCon
-
Appe
ndic
es
Hierarchy A system that gives individuals or groups different positions and power People andgroups with a higher rank have more power resources and value than individuals or groups witha lower rank For example in a patriarchy men are given more value than women
Immigrants People who have arrived and settled in Canada in their lifetime Sometimes peopleuse the word incorrectly to refer to Canadian-born racialized people because they assume thatall racialized people were born elsewhere
Inclusive Making sure that all members of the community are represented or involved in allaspects of the community
Integrated Combining information and values from a variety of people and sources in order toget a fuller result that is more inclusive
Islamaphobia The systemic ways and individual practices of racism that target Arab people andhave particular impact on them Some examples include negative stereotyping of Muslim peopledepicting Islam as essentially violent and fundamentalist assuming that all Arabs are Muslimand all Muslims are Arabs
Landed immigrant Persons with legal status who are permanent residents of Canada ratherthan visitors refugee claimants temporary workers or citizens
Marginalization A process that keeps groups or individual from having access to all or part ofthe resources and activities of the community
Oppression When one social group takes advantage of another social group either knowinglyor unconsciously Oppression gives the dominant group privilege and marginalizes anddisenfranchises the subordinated group The dominant social group can use force or social insti-tutions and resources to achieve oppression After a time individual members of the dominantgroup do not need to do anything and unequal treatment becomes so much a part of the socialinstitutions and structures that it seems normal
People of colour Any person who is not White or Aboriginal This term was first adopted in theUnited States by racialized people who were trying to name themselves with a positive identityrather than as ldquonon-whitesrdquo ldquocolouredrdquo ldquoethnicsrdquo or ldquovisible minoritiesrdquo
Privilege Unearned power that gives members of the dominant group economic social andpolitical advantages Privilege also means rights that everyone should have but that are deniedto some people
Racism Any aspect of Canadian society that openly or subtly makes White people and Whitenessnormal and valuable while making racialized communities invisible or devaluing stereotypingand labeling people of colour as ldquoothersrdquo who are different or inferior
43
Appendices
Individual racism The beliefs attitudes and actions of individuals that support or maintainracism Individual racism can be conscious or unconscious It can be active or passive
Institutional racism The network of structures policies and practices in systems and institutionsthat give White people advantages and that discriminate oppress and disadvantage racializedpeople
RacializationRacialized Racial identities are not fixed categories They are shaped by historynationality gender class and identity politics Racial designations often differ from country tocountry The term racialization or racialized makes explicit the ways in which we are socialized todifferentiate groups of people on the basis of superficial physical characteristics where White isthe norm It emphasizes the active process of categorizing people while at the same time reject-ing ldquoracerdquo as a scientific category
Refugee Persons who have to flee their country because they have a ldquowell-foundedrdquo fear ofpersecution based on race religion nationality political opinion or membership in a particularsocial group
Religious discrimination Any institutional or individual practices that exclude and discriminateagainst a person because of their religion In Canada many workplaces do not provide equitablyfor all religions Recently the Supreme Court has ruled that employers must accommodate em-ployees whose religious observances are not recognized in the Christian-based statutory holidayssuch as Easter and Christmas Religious discrimination is often linked to other forms of discrimi-nation For example Irish Catholics were often marked by their class ethnic origins and lan-guage as well as their Catholicism Racialized Muslims often experience racism mixed withreligious discrimination
Sexism Systemic and individual practices that give men privilege make women subordinate andthat shame values identified with women
Social Location or Social Identity A personrsquos membership in a socially constructed groupThese groups are often identified according to superficial characteristics such as skin colourcountry of origin religious beliefs body form etc
Structural This approach to equity work believes that the thoughts and behaviors of the indi-vidual are created and guided by various social structures such as capitalism andor neo-liberal-ism and are therefore limited The focus for change is raising awareness of the limits and chal-lenging the structures
Systemic racism The conscious or unconscious policies procedures and practices that excludemarginalize and exploit racialized people Systemic racism is supported by institutional powerand by powerful ideas often unexamined ones which make racism look normal and justified Forexample institutions that do not have effective complaints procedures or performance appraisaland promotion processes that use equity competencies make it possible for individuals to beracist
44
Appe
ndic
es
45
Transgender person A person who is not comfortable with or who rejects some or all of thegender identity given to their biological sex This is an umbrella terms used to describe trans-sexuals transvestites or cross-dressers and intersex people
Transsexual Someone who has a very strong feeling that they are living in the wrong sex A maletranssexual needs to live as a woman and a female transsexual needs to live as a man Somebut not all transsexuals have surgery to reassign their sex Some have procedures to partiallyreassign their sex and some use hormone therapy A transsexual can be heterosexual homo-sexual or bisexualWhite Refers to people belonging to the dominant racial group enjoy skin privilege in NorthAmerica Australia New Zealand and anywhere European colonialism has created racial inequityThe term ldquoWhiterdquo is capitalized for different reasons than other racial designations ndash Aboriginaland Black The latter identities are claimed with pride in opposition to the names imposed bydominant White society One of the ways that racism operates is to leave the racial identity ofWhite people unidentified ldquoWhiterdquo is capitalized to interrupt the privilege of having Whitenessgo unnamed
White Supremacy A system based on assumption of the ldquorightness of Whitenessrdquo in whichpolitical economic and social systems result in White people having more privilege and powerthan racialized people
many of the terms in the glossary were adapted with permission from Dancing on Live Embers ChallengingRacism in Organization by Tina Lopes and Barb Thomas Toronto Between the Lines 2006
Appendices
Appendix G Focus Group Findings
The following points are the relevant themes that emerged from the focus groups The groups wereasked to answer the following questions
1 How well has your organization and the various sectors practiced an integrated approach to anti- oppression
bull overall feeling that most are doing pretty good workbull some feel frustrated that the policies etc are not fully put into practice by all staff at an
agencybull feeling that the work is silorsquod and separated ndash working on one oppression at a timebull that the work is framed from a white middle class perspectivebull the work is not happening fast or often enough ndash ie deaf woman services gaps and barriers
2 What are the effective practices in the various areas ie policies programming outreach training org development
bull be committed inventive constantly evolve vigilantbull open to change pushing for changebull inclusion at all levels of an organization working together on committees and groupsbull engage diversity responsive to different needs
3 Where are the challengesbull funding shortages piecemeal and targeted on specific groups onlybull lack of accountability lack of clear policies and proceduresbull lack of inclusivity and diversitybull lack of time to be together communicate etcworkloads of service providersbull silorsquod workbull systemic exclusion internal and societal institutions
4 Visions and suggestions for changebull core guidelines with key values ndash written down and put into practicebull accountability in staff and managementbull commitment from all levelsbull everyone open to challengebull look at themes not populationsbull community drivenbull training and toolsbull fully funded and supported by structures
5 Who would take up the facilitation of changebull not one personbull coalitionsbull community groupsbull all levels of organization including service users
46
Appe
ndic
es
Recommendation(s)
a Conduct a review of existing policies procedures and practices that organizations feel repre-sent their best efforts of an integrative anti-oppressive framework
b Working groups should be created to develop the most effective integrative policies andprograms The groups should include diverse members from different social locations com-munities and be representative of all levels of the organization including service users
c Organizations must support this work by allocating time personnel and resourcesd Organizations must demonstrate commitment to the work by reviewing all policies proce-
dures and programs through the lense of an integrative anti-oppressive frameworke A tool kit should include templates of policies and procedures to simplify the writing of work
done by the committeesworking groupf This work is not static and must be revisited regularly in order to incorporate new informa-
tiong Organizations should offer regular training and workshops on how to put an integrative anti-
oppression framework into practiceh Organizations must hold staff and volunteers accountable to adhering to agency practice by
offering training and supervision including key values in mandate and mission statementsand integrative anti-oppressive practices in personnel and volunteer policies
Focus group participants
The following organizations participated in focus groups in 2005-06 for the Integrative Anti-Oppression Project
Woman Abuse CouncilFCJ Refugee Centre519 Community CentreNelliersquosSpringtidersquos Women with Disabilities ProgramToronto Rape Crisis CentreMulticultural Women Against RapeCentral Neighbourhood HouseAccess Alliance Multicultural Community Health CentreA Commitment to Training and Employment for Women (ACTEW)Arab Community Centre of TorontoAssaulted Womenrsquos HelplineBarbara Schlifer Counselling ClinicBlack Creek Community Health CentreCentral Family IntakeErnestine Womenrsquos ShelterFamily Services AssociationFlemingdon Neighborhood ServicesKorean Canadian Womenrsquos Association
47
Appendices
Macaulay Child Development CentreSt Christopherrsquos HouseSt Joseph Womenrsquos Health CentreSt Michael HospitalStonegate Community Health CentreUrban Alliance on Race RelationsWomenrsquos Counselling Referral and Education CentreYorktown ShelterYWCA
48
Appendix H References
Dancing on Live Embers Challenging Racism in Organizations Tina Lopes and Barb Thomas Be-tween the Lines Toronto 2006
Campbell C (2003) Anti-oppressive social work Promoting equity and Social Justice Editor DrCarolyn Campbell Halifax Nova Scotia Dalhousie UniversityRetrieved Jan 22 2008httpaoswsocialworkdalcawhatisaoswhtml
Roundtable on Anti-Oppression Politics in Anti-Capitalist Movements Edited by Sharmeen Khan ndashparticipants in the roundtable Kirat Kaur Junie Deacutesil Gary KinsmanRetrieved Jan 22 2008httpuppingtheantiorgnode1380
Williams C (2003) ldquoSeeking Cultural Competence What Is It How Do You Develop It and How DoYou Know When Yoursquove Got Itrdquo In WShera (Ed) Emerging Perspectives on Anti-Oppressive Practice(pp 265 - 278) Toronto Canadian Scholarsrsquo Press Inc
- Front Page1-1
- ManualModEN2
- ManualModEN3
- ManualModENCon
-
Appendices
Individual racism The beliefs attitudes and actions of individuals that support or maintainracism Individual racism can be conscious or unconscious It can be active or passive
Institutional racism The network of structures policies and practices in systems and institutionsthat give White people advantages and that discriminate oppress and disadvantage racializedpeople
RacializationRacialized Racial identities are not fixed categories They are shaped by historynationality gender class and identity politics Racial designations often differ from country tocountry The term racialization or racialized makes explicit the ways in which we are socialized todifferentiate groups of people on the basis of superficial physical characteristics where White isthe norm It emphasizes the active process of categorizing people while at the same time reject-ing ldquoracerdquo as a scientific category
Refugee Persons who have to flee their country because they have a ldquowell-foundedrdquo fear ofpersecution based on race religion nationality political opinion or membership in a particularsocial group
Religious discrimination Any institutional or individual practices that exclude and discriminateagainst a person because of their religion In Canada many workplaces do not provide equitablyfor all religions Recently the Supreme Court has ruled that employers must accommodate em-ployees whose religious observances are not recognized in the Christian-based statutory holidayssuch as Easter and Christmas Religious discrimination is often linked to other forms of discrimi-nation For example Irish Catholics were often marked by their class ethnic origins and lan-guage as well as their Catholicism Racialized Muslims often experience racism mixed withreligious discrimination
Sexism Systemic and individual practices that give men privilege make women subordinate andthat shame values identified with women
Social Location or Social Identity A personrsquos membership in a socially constructed groupThese groups are often identified according to superficial characteristics such as skin colourcountry of origin religious beliefs body form etc
Structural This approach to equity work believes that the thoughts and behaviors of the indi-vidual are created and guided by various social structures such as capitalism andor neo-liberal-ism and are therefore limited The focus for change is raising awareness of the limits and chal-lenging the structures
Systemic racism The conscious or unconscious policies procedures and practices that excludemarginalize and exploit racialized people Systemic racism is supported by institutional powerand by powerful ideas often unexamined ones which make racism look normal and justified Forexample institutions that do not have effective complaints procedures or performance appraisaland promotion processes that use equity competencies make it possible for individuals to beracist
44
Appe
ndic
es
45
Transgender person A person who is not comfortable with or who rejects some or all of thegender identity given to their biological sex This is an umbrella terms used to describe trans-sexuals transvestites or cross-dressers and intersex people
Transsexual Someone who has a very strong feeling that they are living in the wrong sex A maletranssexual needs to live as a woman and a female transsexual needs to live as a man Somebut not all transsexuals have surgery to reassign their sex Some have procedures to partiallyreassign their sex and some use hormone therapy A transsexual can be heterosexual homo-sexual or bisexualWhite Refers to people belonging to the dominant racial group enjoy skin privilege in NorthAmerica Australia New Zealand and anywhere European colonialism has created racial inequityThe term ldquoWhiterdquo is capitalized for different reasons than other racial designations ndash Aboriginaland Black The latter identities are claimed with pride in opposition to the names imposed bydominant White society One of the ways that racism operates is to leave the racial identity ofWhite people unidentified ldquoWhiterdquo is capitalized to interrupt the privilege of having Whitenessgo unnamed
White Supremacy A system based on assumption of the ldquorightness of Whitenessrdquo in whichpolitical economic and social systems result in White people having more privilege and powerthan racialized people
many of the terms in the glossary were adapted with permission from Dancing on Live Embers ChallengingRacism in Organization by Tina Lopes and Barb Thomas Toronto Between the Lines 2006
Appendices
Appendix G Focus Group Findings
The following points are the relevant themes that emerged from the focus groups The groups wereasked to answer the following questions
1 How well has your organization and the various sectors practiced an integrated approach to anti- oppression
bull overall feeling that most are doing pretty good workbull some feel frustrated that the policies etc are not fully put into practice by all staff at an
agencybull feeling that the work is silorsquod and separated ndash working on one oppression at a timebull that the work is framed from a white middle class perspectivebull the work is not happening fast or often enough ndash ie deaf woman services gaps and barriers
2 What are the effective practices in the various areas ie policies programming outreach training org development
bull be committed inventive constantly evolve vigilantbull open to change pushing for changebull inclusion at all levels of an organization working together on committees and groupsbull engage diversity responsive to different needs
3 Where are the challengesbull funding shortages piecemeal and targeted on specific groups onlybull lack of accountability lack of clear policies and proceduresbull lack of inclusivity and diversitybull lack of time to be together communicate etcworkloads of service providersbull silorsquod workbull systemic exclusion internal and societal institutions
4 Visions and suggestions for changebull core guidelines with key values ndash written down and put into practicebull accountability in staff and managementbull commitment from all levelsbull everyone open to challengebull look at themes not populationsbull community drivenbull training and toolsbull fully funded and supported by structures
5 Who would take up the facilitation of changebull not one personbull coalitionsbull community groupsbull all levels of organization including service users
46
Appe
ndic
es
Recommendation(s)
a Conduct a review of existing policies procedures and practices that organizations feel repre-sent their best efforts of an integrative anti-oppressive framework
b Working groups should be created to develop the most effective integrative policies andprograms The groups should include diverse members from different social locations com-munities and be representative of all levels of the organization including service users
c Organizations must support this work by allocating time personnel and resourcesd Organizations must demonstrate commitment to the work by reviewing all policies proce-
dures and programs through the lense of an integrative anti-oppressive frameworke A tool kit should include templates of policies and procedures to simplify the writing of work
done by the committeesworking groupf This work is not static and must be revisited regularly in order to incorporate new informa-
tiong Organizations should offer regular training and workshops on how to put an integrative anti-
oppression framework into practiceh Organizations must hold staff and volunteers accountable to adhering to agency practice by
offering training and supervision including key values in mandate and mission statementsand integrative anti-oppressive practices in personnel and volunteer policies
Focus group participants
The following organizations participated in focus groups in 2005-06 for the Integrative Anti-Oppression Project
Woman Abuse CouncilFCJ Refugee Centre519 Community CentreNelliersquosSpringtidersquos Women with Disabilities ProgramToronto Rape Crisis CentreMulticultural Women Against RapeCentral Neighbourhood HouseAccess Alliance Multicultural Community Health CentreA Commitment to Training and Employment for Women (ACTEW)Arab Community Centre of TorontoAssaulted Womenrsquos HelplineBarbara Schlifer Counselling ClinicBlack Creek Community Health CentreCentral Family IntakeErnestine Womenrsquos ShelterFamily Services AssociationFlemingdon Neighborhood ServicesKorean Canadian Womenrsquos Association
47
Appendices
Macaulay Child Development CentreSt Christopherrsquos HouseSt Joseph Womenrsquos Health CentreSt Michael HospitalStonegate Community Health CentreUrban Alliance on Race RelationsWomenrsquos Counselling Referral and Education CentreYorktown ShelterYWCA
48
Appendix H References
Dancing on Live Embers Challenging Racism in Organizations Tina Lopes and Barb Thomas Be-tween the Lines Toronto 2006
Campbell C (2003) Anti-oppressive social work Promoting equity and Social Justice Editor DrCarolyn Campbell Halifax Nova Scotia Dalhousie UniversityRetrieved Jan 22 2008httpaoswsocialworkdalcawhatisaoswhtml
Roundtable on Anti-Oppression Politics in Anti-Capitalist Movements Edited by Sharmeen Khan ndashparticipants in the roundtable Kirat Kaur Junie Deacutesil Gary KinsmanRetrieved Jan 22 2008httpuppingtheantiorgnode1380
Williams C (2003) ldquoSeeking Cultural Competence What Is It How Do You Develop It and How DoYou Know When Yoursquove Got Itrdquo In WShera (Ed) Emerging Perspectives on Anti-Oppressive Practice(pp 265 - 278) Toronto Canadian Scholarsrsquo Press Inc
- Front Page1-1
- ManualModEN2
- ManualModEN3
- ManualModENCon
-
Appe
ndic
es
45
Transgender person A person who is not comfortable with or who rejects some or all of thegender identity given to their biological sex This is an umbrella terms used to describe trans-sexuals transvestites or cross-dressers and intersex people
Transsexual Someone who has a very strong feeling that they are living in the wrong sex A maletranssexual needs to live as a woman and a female transsexual needs to live as a man Somebut not all transsexuals have surgery to reassign their sex Some have procedures to partiallyreassign their sex and some use hormone therapy A transsexual can be heterosexual homo-sexual or bisexualWhite Refers to people belonging to the dominant racial group enjoy skin privilege in NorthAmerica Australia New Zealand and anywhere European colonialism has created racial inequityThe term ldquoWhiterdquo is capitalized for different reasons than other racial designations ndash Aboriginaland Black The latter identities are claimed with pride in opposition to the names imposed bydominant White society One of the ways that racism operates is to leave the racial identity ofWhite people unidentified ldquoWhiterdquo is capitalized to interrupt the privilege of having Whitenessgo unnamed
White Supremacy A system based on assumption of the ldquorightness of Whitenessrdquo in whichpolitical economic and social systems result in White people having more privilege and powerthan racialized people
many of the terms in the glossary were adapted with permission from Dancing on Live Embers ChallengingRacism in Organization by Tina Lopes and Barb Thomas Toronto Between the Lines 2006
Appendices
Appendix G Focus Group Findings
The following points are the relevant themes that emerged from the focus groups The groups wereasked to answer the following questions
1 How well has your organization and the various sectors practiced an integrated approach to anti- oppression
bull overall feeling that most are doing pretty good workbull some feel frustrated that the policies etc are not fully put into practice by all staff at an
agencybull feeling that the work is silorsquod and separated ndash working on one oppression at a timebull that the work is framed from a white middle class perspectivebull the work is not happening fast or often enough ndash ie deaf woman services gaps and barriers
2 What are the effective practices in the various areas ie policies programming outreach training org development
bull be committed inventive constantly evolve vigilantbull open to change pushing for changebull inclusion at all levels of an organization working together on committees and groupsbull engage diversity responsive to different needs
3 Where are the challengesbull funding shortages piecemeal and targeted on specific groups onlybull lack of accountability lack of clear policies and proceduresbull lack of inclusivity and diversitybull lack of time to be together communicate etcworkloads of service providersbull silorsquod workbull systemic exclusion internal and societal institutions
4 Visions and suggestions for changebull core guidelines with key values ndash written down and put into practicebull accountability in staff and managementbull commitment from all levelsbull everyone open to challengebull look at themes not populationsbull community drivenbull training and toolsbull fully funded and supported by structures
5 Who would take up the facilitation of changebull not one personbull coalitionsbull community groupsbull all levels of organization including service users
46
Appe
ndic
es
Recommendation(s)
a Conduct a review of existing policies procedures and practices that organizations feel repre-sent their best efforts of an integrative anti-oppressive framework
b Working groups should be created to develop the most effective integrative policies andprograms The groups should include diverse members from different social locations com-munities and be representative of all levels of the organization including service users
c Organizations must support this work by allocating time personnel and resourcesd Organizations must demonstrate commitment to the work by reviewing all policies proce-
dures and programs through the lense of an integrative anti-oppressive frameworke A tool kit should include templates of policies and procedures to simplify the writing of work
done by the committeesworking groupf This work is not static and must be revisited regularly in order to incorporate new informa-
tiong Organizations should offer regular training and workshops on how to put an integrative anti-
oppression framework into practiceh Organizations must hold staff and volunteers accountable to adhering to agency practice by
offering training and supervision including key values in mandate and mission statementsand integrative anti-oppressive practices in personnel and volunteer policies
Focus group participants
The following organizations participated in focus groups in 2005-06 for the Integrative Anti-Oppression Project
Woman Abuse CouncilFCJ Refugee Centre519 Community CentreNelliersquosSpringtidersquos Women with Disabilities ProgramToronto Rape Crisis CentreMulticultural Women Against RapeCentral Neighbourhood HouseAccess Alliance Multicultural Community Health CentreA Commitment to Training and Employment for Women (ACTEW)Arab Community Centre of TorontoAssaulted Womenrsquos HelplineBarbara Schlifer Counselling ClinicBlack Creek Community Health CentreCentral Family IntakeErnestine Womenrsquos ShelterFamily Services AssociationFlemingdon Neighborhood ServicesKorean Canadian Womenrsquos Association
47
Appendices
Macaulay Child Development CentreSt Christopherrsquos HouseSt Joseph Womenrsquos Health CentreSt Michael HospitalStonegate Community Health CentreUrban Alliance on Race RelationsWomenrsquos Counselling Referral and Education CentreYorktown ShelterYWCA
48
Appendix H References
Dancing on Live Embers Challenging Racism in Organizations Tina Lopes and Barb Thomas Be-tween the Lines Toronto 2006
Campbell C (2003) Anti-oppressive social work Promoting equity and Social Justice Editor DrCarolyn Campbell Halifax Nova Scotia Dalhousie UniversityRetrieved Jan 22 2008httpaoswsocialworkdalcawhatisaoswhtml
Roundtable on Anti-Oppression Politics in Anti-Capitalist Movements Edited by Sharmeen Khan ndashparticipants in the roundtable Kirat Kaur Junie Deacutesil Gary KinsmanRetrieved Jan 22 2008httpuppingtheantiorgnode1380
Williams C (2003) ldquoSeeking Cultural Competence What Is It How Do You Develop It and How DoYou Know When Yoursquove Got Itrdquo In WShera (Ed) Emerging Perspectives on Anti-Oppressive Practice(pp 265 - 278) Toronto Canadian Scholarsrsquo Press Inc
- Front Page1-1
- ManualModEN2
- ManualModEN3
- ManualModENCon
-
Appendices
Appendix G Focus Group Findings
The following points are the relevant themes that emerged from the focus groups The groups wereasked to answer the following questions
1 How well has your organization and the various sectors practiced an integrated approach to anti- oppression
bull overall feeling that most are doing pretty good workbull some feel frustrated that the policies etc are not fully put into practice by all staff at an
agencybull feeling that the work is silorsquod and separated ndash working on one oppression at a timebull that the work is framed from a white middle class perspectivebull the work is not happening fast or often enough ndash ie deaf woman services gaps and barriers
2 What are the effective practices in the various areas ie policies programming outreach training org development
bull be committed inventive constantly evolve vigilantbull open to change pushing for changebull inclusion at all levels of an organization working together on committees and groupsbull engage diversity responsive to different needs
3 Where are the challengesbull funding shortages piecemeal and targeted on specific groups onlybull lack of accountability lack of clear policies and proceduresbull lack of inclusivity and diversitybull lack of time to be together communicate etcworkloads of service providersbull silorsquod workbull systemic exclusion internal and societal institutions
4 Visions and suggestions for changebull core guidelines with key values ndash written down and put into practicebull accountability in staff and managementbull commitment from all levelsbull everyone open to challengebull look at themes not populationsbull community drivenbull training and toolsbull fully funded and supported by structures
5 Who would take up the facilitation of changebull not one personbull coalitionsbull community groupsbull all levels of organization including service users
46
Appe
ndic
es
Recommendation(s)
a Conduct a review of existing policies procedures and practices that organizations feel repre-sent their best efforts of an integrative anti-oppressive framework
b Working groups should be created to develop the most effective integrative policies andprograms The groups should include diverse members from different social locations com-munities and be representative of all levels of the organization including service users
c Organizations must support this work by allocating time personnel and resourcesd Organizations must demonstrate commitment to the work by reviewing all policies proce-
dures and programs through the lense of an integrative anti-oppressive frameworke A tool kit should include templates of policies and procedures to simplify the writing of work
done by the committeesworking groupf This work is not static and must be revisited regularly in order to incorporate new informa-
tiong Organizations should offer regular training and workshops on how to put an integrative anti-
oppression framework into practiceh Organizations must hold staff and volunteers accountable to adhering to agency practice by
offering training and supervision including key values in mandate and mission statementsand integrative anti-oppressive practices in personnel and volunteer policies
Focus group participants
The following organizations participated in focus groups in 2005-06 for the Integrative Anti-Oppression Project
Woman Abuse CouncilFCJ Refugee Centre519 Community CentreNelliersquosSpringtidersquos Women with Disabilities ProgramToronto Rape Crisis CentreMulticultural Women Against RapeCentral Neighbourhood HouseAccess Alliance Multicultural Community Health CentreA Commitment to Training and Employment for Women (ACTEW)Arab Community Centre of TorontoAssaulted Womenrsquos HelplineBarbara Schlifer Counselling ClinicBlack Creek Community Health CentreCentral Family IntakeErnestine Womenrsquos ShelterFamily Services AssociationFlemingdon Neighborhood ServicesKorean Canadian Womenrsquos Association
47
Appendices
Macaulay Child Development CentreSt Christopherrsquos HouseSt Joseph Womenrsquos Health CentreSt Michael HospitalStonegate Community Health CentreUrban Alliance on Race RelationsWomenrsquos Counselling Referral and Education CentreYorktown ShelterYWCA
48
Appendix H References
Dancing on Live Embers Challenging Racism in Organizations Tina Lopes and Barb Thomas Be-tween the Lines Toronto 2006
Campbell C (2003) Anti-oppressive social work Promoting equity and Social Justice Editor DrCarolyn Campbell Halifax Nova Scotia Dalhousie UniversityRetrieved Jan 22 2008httpaoswsocialworkdalcawhatisaoswhtml
Roundtable on Anti-Oppression Politics in Anti-Capitalist Movements Edited by Sharmeen Khan ndashparticipants in the roundtable Kirat Kaur Junie Deacutesil Gary KinsmanRetrieved Jan 22 2008httpuppingtheantiorgnode1380
Williams C (2003) ldquoSeeking Cultural Competence What Is It How Do You Develop It and How DoYou Know When Yoursquove Got Itrdquo In WShera (Ed) Emerging Perspectives on Anti-Oppressive Practice(pp 265 - 278) Toronto Canadian Scholarsrsquo Press Inc
- Front Page1-1
- ManualModEN2
- ManualModEN3
- ManualModENCon
-
Appe
ndic
es
Recommendation(s)
a Conduct a review of existing policies procedures and practices that organizations feel repre-sent their best efforts of an integrative anti-oppressive framework
b Working groups should be created to develop the most effective integrative policies andprograms The groups should include diverse members from different social locations com-munities and be representative of all levels of the organization including service users
c Organizations must support this work by allocating time personnel and resourcesd Organizations must demonstrate commitment to the work by reviewing all policies proce-
dures and programs through the lense of an integrative anti-oppressive frameworke A tool kit should include templates of policies and procedures to simplify the writing of work
done by the committeesworking groupf This work is not static and must be revisited regularly in order to incorporate new informa-
tiong Organizations should offer regular training and workshops on how to put an integrative anti-
oppression framework into practiceh Organizations must hold staff and volunteers accountable to adhering to agency practice by
offering training and supervision including key values in mandate and mission statementsand integrative anti-oppressive practices in personnel and volunteer policies
Focus group participants
The following organizations participated in focus groups in 2005-06 for the Integrative Anti-Oppression Project
Woman Abuse CouncilFCJ Refugee Centre519 Community CentreNelliersquosSpringtidersquos Women with Disabilities ProgramToronto Rape Crisis CentreMulticultural Women Against RapeCentral Neighbourhood HouseAccess Alliance Multicultural Community Health CentreA Commitment to Training and Employment for Women (ACTEW)Arab Community Centre of TorontoAssaulted Womenrsquos HelplineBarbara Schlifer Counselling ClinicBlack Creek Community Health CentreCentral Family IntakeErnestine Womenrsquos ShelterFamily Services AssociationFlemingdon Neighborhood ServicesKorean Canadian Womenrsquos Association
47
Appendices
Macaulay Child Development CentreSt Christopherrsquos HouseSt Joseph Womenrsquos Health CentreSt Michael HospitalStonegate Community Health CentreUrban Alliance on Race RelationsWomenrsquos Counselling Referral and Education CentreYorktown ShelterYWCA
48
Appendix H References
Dancing on Live Embers Challenging Racism in Organizations Tina Lopes and Barb Thomas Be-tween the Lines Toronto 2006
Campbell C (2003) Anti-oppressive social work Promoting equity and Social Justice Editor DrCarolyn Campbell Halifax Nova Scotia Dalhousie UniversityRetrieved Jan 22 2008httpaoswsocialworkdalcawhatisaoswhtml
Roundtable on Anti-Oppression Politics in Anti-Capitalist Movements Edited by Sharmeen Khan ndashparticipants in the roundtable Kirat Kaur Junie Deacutesil Gary KinsmanRetrieved Jan 22 2008httpuppingtheantiorgnode1380
Williams C (2003) ldquoSeeking Cultural Competence What Is It How Do You Develop It and How DoYou Know When Yoursquove Got Itrdquo In WShera (Ed) Emerging Perspectives on Anti-Oppressive Practice(pp 265 - 278) Toronto Canadian Scholarsrsquo Press Inc
- Front Page1-1
- ManualModEN2
- ManualModEN3
- ManualModENCon
-
Appendices
Macaulay Child Development CentreSt Christopherrsquos HouseSt Joseph Womenrsquos Health CentreSt Michael HospitalStonegate Community Health CentreUrban Alliance on Race RelationsWomenrsquos Counselling Referral and Education CentreYorktown ShelterYWCA
48
Appendix H References
Dancing on Live Embers Challenging Racism in Organizations Tina Lopes and Barb Thomas Be-tween the Lines Toronto 2006
Campbell C (2003) Anti-oppressive social work Promoting equity and Social Justice Editor DrCarolyn Campbell Halifax Nova Scotia Dalhousie UniversityRetrieved Jan 22 2008httpaoswsocialworkdalcawhatisaoswhtml
Roundtable on Anti-Oppression Politics in Anti-Capitalist Movements Edited by Sharmeen Khan ndashparticipants in the roundtable Kirat Kaur Junie Deacutesil Gary KinsmanRetrieved Jan 22 2008httpuppingtheantiorgnode1380
Williams C (2003) ldquoSeeking Cultural Competence What Is It How Do You Develop It and How DoYou Know When Yoursquove Got Itrdquo In WShera (Ed) Emerging Perspectives on Anti-Oppressive Practice(pp 265 - 278) Toronto Canadian Scholarsrsquo Press Inc
- Front Page1-1
- ManualModEN2
- ManualModEN3
- ManualModENCon
-